qualitative research methods phd course

PhD in Qualitative Research and Evaluation Methodologies

If you have a deep interest in the methodological, theoretical, and ethical procedures and challenges inherent to social science research and evaluation, this is a program for you. Our students contribute to the methodological and theoretical development of qualitative research and program evaluation.

Our program prepares research methodologists to study and develop theories and methods for conducting empirical and conceptual social science research and evaluation in education and other social science fields. Specifically, this program develops scholars and methodologists who are prepared to contribute to the advancement of innovative theories and methods used in qualitative research and program evaluation.

• Focus on qualitative methodologies with interdisciplinary topics
• Open to students with a variety of educational backgrounds and experiences
• Small cohorts support individual faculty attention and mentorship

Video: Overview of Programs Offered by the Qualitative Research Program

Video: Meet the Qualitative Research Faculty

The organization of the research and evaluation methods degree program recognizes the wide variety of specialties in which you might develop research agendas.

Our mission is to build your capacity to contribute methodological expertise to collaborative research efforts through real-world opportunities in which you develop and practice the skills needed in your area of emphasis. As a result of this experience, you will have a broad knowledge of research methods along with specific expertise in a focused methodology. You can use this knowledge to pursue careers as research methodologists and evaluation specialists in higher education, corporations, and non-profit agencies.

The Ph.D. degree is a 54-credit hour degree program in which students engage in advanced study of qualitative theories and methods, mixed methods, and approaches to evaluation.

• Core Coursework - 21 hours
• Research Seminar - 3 hours
• Elective Coursework - 18 hours
• Internship - 6 hours
• Doctoral hours Minimum of - 3 hours
• Dissertation Minimum of - 3 hours
• TOTAL - 54 hours

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Qualitative Research and Evaluation Methodologies

Please upload the following materials in your online application:

• Personal statement
• Curriculum vitae
• Writing sample (20-25 pages maximum)

Summary of Application Materials

Both the Graduate School and the academic department review application materials simultaneously. The Graduate School then reviews the department’s recommendation and makes the final determination on admission. As an applicant you will receive a formal letter regarding your admission from the Office of Graduate Admissions. You must be admitted to a program to be eligible to register for courses. Admission is granted for a specific semester and is validated by registration for that semester. Applicants must be admitted to the Graduate School before they are eligible to register. International applicants whose primary language is not English must submit scores from the TOEFL or IELTS tests in addition to a Certificate of Finances form. No application will be considered until all materials are received. To apply to the Ph.D. in Qualitative Research and Evaluation Methodologies, applicants must have completed a master’s degree. GRE scores are required for all applications.

Personal Statement

The program requires a personal statement, usually in the form of a letter of 2 to 3 pages, describing your background, work and research experience, interests in research and/or evaluation methodologies, and career aspirations. Specifically, you should be sure to address the following questions:

• What experience or background do you have in research methodologies?
• Why are you interested in the study of qualitative or evaluation methodologies?
• What research or evaluation questions do you hope to pursue, and why?
• In what way will the study of research or evaluation methodologies shape your career?

Writing Sample

You are required to submit a sample of formal writing (20-25 pages maximum). Scholarly or academic writing is preferred whether or not it has been published. If you have not published, recent course papers or work-related reports are appropriate.

Admissions Interviews

After a review of applications, selected applicants will be interviewed by the Ph.D. in Research and Evaluation Methodologies (REM) Admissions Committee early in the Spring semester for a subsequent Fall semester admission.

Deadline To Apply

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty View Affiliated Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

In this program, you will take focused coursework with individual attention from faculty mentors .

Each semester, you will also take part in a seminar that brings together faculty in the qualitative research program to discuss topics of relevance to scholarship and teaching in qualitative research methodologies in higher education.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

• Affiliate Faculty
• Course List
• Graduate Handbook
• Summary of Materials Required by Area of Emphasis
• Projected QUAL Course Schedule
• Qualitative Research Program Community Practices

Testimonials

What first attracted me to the Qualitative Research and Evaluation Ph.D. program was the balance it offers between the philosophy of science and the practical application of research and evaluation. The program’s faculty members are amazing at supporting students’ learning, and at pushing us to be creative, deep thinking, and daring as we explore methodologies. Nuria Jaumot-Pascual, Doctoral Student

My path through the Qualitative Research and Evaluation Ph.D. program had me exploring the depths of qualitative research rarely visited by researchers in the health sciences but that have been essential in my current position as Senior Research Associate at Evidera. Now I find myself often referencing qualitative research theory and history when selecting strategies for new studies or when arranging trainings across my organization. Moreover, the breadth of interests across students in the program provided unique perspectives that enriched my journey. Most of all though, I am impressed with how well the faculty helped guide me through the program, making theory, history, and applied work relevant for my own career goals. Sean Halpin, Former Doctoral Student

I really discovered the world of qualitative research with the Qualitative Research and Evaluation Methodologies Ph.D. program, and the instructors made me adore it. Their support for the students’ learning was so impeccable. They had genial ways to encourage students to think outside the box and to be creative from every point of view, especially when it comes to methodologies. Bidossessi Mariano Ghislain Dossou Kpanou, Former Doctoral Student

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Office Directory
• Add or Edit Profile
• Financial Management Practices
• Development and Alumni Relations
• Benefits and Services
• Employee Appreciation Programs
• The Five Functions of DEI
• Communication
• Recruitment
• DEI Dashboard
• 2020 Report
• 2019 Report
• Student Ambassadors
• Education Library
• Education Technology Services
• Graduate Studies
• Courses and Workshops
• Video Production Guidelines
• Promotional Posting Guidelines
• Research and Development
• Records and Reporting
• Dean's Advisory Board
• Service, Leadership, and Outreach
• Student Success
• Diversity Plan
• 100th Anniversary Book
• Diversity, Equity, and Inclusion
• Targeted Engagements
• Global Gateway for Teachers
• Overseas Short-Term Study Experiences
• External Grant Opportunities
• Our Global Reach
• Faculty and Student Int'l Engagement
• IU Global Gateways
• Indiana Global Education Outreach
• Int'l Partnerships
• Visiting Int'l Scholars
• Int'l Student Ambassadors
• Academic Programs
• International Journals
• News & Events
• Int'l Student Resources
• CAEP Annual Reporting Measures
• CAEP Accreditation Visit Call for Third-Party Comments
• SoE Data Dashboards (Faculty)
• Licensure Requirements
• Employment Outcomes
• Employer Evaluations
• Student Teaching Survey Reports
• Attrition & Completion Rates
• Graduate Survey Results
• Indiana Teachers of the Year
• Emergency Action Plan
• SoE Emergency Information
• School Violence
• Report Facility Issue
• Direct Admit Scholars
• TEP Application Guidelines
• Accessible Virtual Tour
• Field Trips
• Non-School of Education Scholarships
• Graduate Student Funding
• Student Emergency Fund
• Campus Financial Aid Resources
• INSPIRE Living-Learning Center
• All Programs
• License Additions
• Master's Programs
• Doctoral Programs FAQ
• Specialist Programs
• Certificate Programs
• Doctoral Minors
• Licensure Programs
• Transition to Teaching
• New Zealand
• Northern Ireland
• Navajo Nation Program
• Urban Program
• IU Bloomington Students
• Guest Campus Students
• Partner Campus Students
• Student Spotlights
• Teacher Spotlights
• Cost & Financial Aid
• Online Learning
• Tuition and Fees
• Registration
• Block Enrollment Course Information
• Student Teaching Registration Information
• Program Sheets
• Forms & Publications
• Credit Overload Request
• Four Year Plan
• Academic Calendar
• Undergraduate Bulletin
• Background Check
• Early Field Experiences
• Student Teaching Forms
• Preparation
• Frequently Asked Questions
• Student Organizations
• Counseling and Student Services
• Dean's List
• Report Your Concerns
• Scholarships
• Career Coaching
• Student Teaching Fair
• Health and Human Services Career Day
• Explore Possibilities
• Get Experience
• Stay Connected
• Professional Distinction
• Educator Wellbeing Distinction
• Workshops and Training
• Recruiting Policies
• Classroom Presentations
• Graduation Deadlines
• Leave Policy
• Online Students
• Graduation Application
• Guidelines for Multi-Article Dissertations
• G901 Permission Request
• Qualifying Examinations
• 2022 Scholars
• 2021 Scholars
• 2020 Scholars
• 2023 Scholars
• Program-Specific Information
• International Student Ambassadors
• Student Affiliates in School Psychology
• Dissertation & Thesis Announcements
• Approved Core Inquiry Courses
• Holmes Scholars Program
• Initial Licensure
• License Renewal
• Licensing Outside Indiana
• Knowledge Base
• Graduate Bulletin
• Teaching with Technology Lab
• Support Services
• Volunteering Opportunities
• Faculty Directory
• Counseling and Educational Psychology
• Curriculum and Instruction
• Chair's Welcome
• IST Conference
• Faculty Bookshelf
• Faculty Meetings
• Policies and Procedures
• Instructional Consulting
• In Memoriam
• Office of Research and Development
• 2023 Highlights
• Research Centers
• Funded Research
• Research Findings
• Translation to Practice
• Equity in Action
• Overview and Project Timeline
• Analysis in Progress
• Presentations
• Accomplishments
• Teacher Study Group
• "Creative Paths to Peace" Grant
• Proffitt Internal Grant Competition
• Proffitt Summer Faculty Fellowship Program
• Tilaar Faculty Support Fund
• Cost-Share and Matching Funds on External Grant Proposals
• Current Visiting Scholars
• Become a Visiting Scholar
• Visiting Scholar Policies
• COVID-19 Entry Updates
• Flexible Workspace
• Faculty & Staff Giving Campaign
• Donor Spotlights
• Get Involved
• Submit a Nomination
• Alumni Magazine
• Alumni Board of Directors
• Counseling and Wellness Clinic
• Learning and Developmental Evaluation Clinic
• Current Cohort
• Past Cohorts
• Nominate a Teacher
• How to Apply
• Armstrong Teacher Panel Archive
• Current Jacobs Educators
• Past Winners
• Advisory Board
• Teachers' Examples
• Research-to-Practice Briefs
• Speaker Series
• Baxter Online STEM Student Challenges
• Educating for Environmental Change (EfEC)
• Dual Language Immersion (DLI)
• Global Learning for Pre-Service Teachers Workshops
• Global Literacy Invitation Project
• Global STEAM
• In-Service Teachers Workshops
• Principals’ Academy on Internationalizing K-12 Schools
• School of Education Curriculum Internationalization
• Medical Research Education Project
• Project LIFT
• Saturday Art School
• Past Lesson Plans
• Partners in Education (PIE)
• Maker Mobile
• Past Mentors
• Apply to Be a Mentor
• HOPE Training Modules
• HOPE for Cadets
• AAC in Action
• Celebration of Excellence
• C&I Graduate Research Symposium
• Invited Sessions
• Visiting Bloomington
• Science Education Research Symposium
• Convocation
• Diggs Symposium
• Virtual Events
• Advisory Committee
• Education Law Resources

School of Education

• Doctoral Programs

Ph.D. in Qualitative and Quantitative Research Methodology

Qualitative and quantitative research methodology, (formerly ph.d. in inquiry methodology).

This unique program enables students to focus on quantitative research, qualitative research, or an integrated program of study.

The flexible curriculum enables you to delve deeply into your chosen area of interest, from statistical modeling to ethnography, from discourse and narrative analysis to psychometrics and assessment.

Yet our program is rigorous enough to ensure that all graduates are able to meaningfully contribute to the study of social and behavioral research.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

Note: If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Three letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Qualitative and Quantitative Research Methodology – (formerly Ph.D. in Inquiry Methodology) Program Requirements

Per credit hour

*Does not include fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.

Qualifying Examination

At the completion of course work and before the dissertation, doctoral students specializing in Inquiry Methodology will need to pass a qualifying exam in the form of portfolio of work and an oral examination. This examination is tailored to the student's program of study. All students with a minor in education must also take a minor qualifying examination. Some departments outside of the School of Education waive the minor qualifying examination, under certain conditions.

• Request info
• Graduate Student Portal

As a student you will have the opportunity to focus on methodology through theory and practice that cuts across a divide in qualitative and quantitative methods.

We are dedicated to advancing the understanding of social inquiry, especially with respect to the field of education, and we imagine these possibilities to be necessarily inclusive of methods typically disenfranchised from one another.

This 90-credit hour degree program requires students to spend at least two consecutive semesters on campus. Up to 30 credit hours may be transferred from another institution.

A 12-credit hour minor is also available to doctoral students majoring in other disciplines.

David Rutkowski ED 4234 drutkows@iu.edu (812) 856-8384

Start your life-changing journey

Additional links and resources.

• From the Dean
• Annual Report
• International Engagement
• Accreditation
• Measures of Success
• Emergency Preparedness
• Departments
• Instructor Resources
• Undergraduate
• Community of Teachers
• Research Initiatives
• Funding Opportunities
• Visiting International Scholars
• Undergraduate Portal
• Graduate Portal
• Academic Resources
• Career Connections
• Research Help
• Maker Education
• Youth Programs
• Award Programs
• CHG Counseling Services
• Staff Council
• Visit the School
• Alumni Spotlights
• Distinguished Alumni Award

Indiana University Bloomington School of Education

SOE Knowledge Base

SOE Intranet (Legacy)

University of Michigan School of Social Work

Audience menu.

• Connect with SSW
• Discover Social Work
• Privilege, Oppression, Diversity and Social Justice
• MasterTrack Online Certificate
• Online MSW Program
• Schedule a Visit
• Course Catalog
• Financial Aid & Tuition
• MSW Program
• Joint PhD Program
• SSW Faculty
• Class-Related Forms
• Student Guide
• Academic Calendar
• Course Planning Worksheets
• Educational Agreement
• Office of Field Education
• Office of Student Services
• SSW Reservations
• Safety & Emergency Preparedness
• Student Advising
• Committee Meetings & Minutes
• Wolverine Access
• Faculty Handbook
• Instructional Faculty Resources
• SSW Directory
• Information Technology
• Faculty and Administrative Support Team
• U-M Webmail
• Community Forum
• Instructions

Search form

• Dean's Welcome
• Mission & Goals
• Contact & Building Hours
• Rankings, Facts & Figures
• Mission Statement
• Printable Strategic Plan
• Detailed Strategic Plan
• Action and Engagement
• Training/Resources
• Partnerships
• Newsletters
• Faculty Books
• Ongoing Magazine
• Presentations
• Research Publications
• SSW Publications
• Ann Arbor & Beyond
• Hotel Information
• Maps & Parking
• Welcome Letter
• Strategic Plan
• Social Work & Social Justice Dialogues
• DEI Impact Awards
• Student Diversity
• Anti-Racism Statement
• DEI & Anti-Racism Initiatives
• History of Social Work
• Land Acknowledgment Statement
• Oral Histories
• Social Justice Collection
• Printing Computing Sites
• U-M Computing Sites
• MSW Brochure and Flyers
• Connect With an MSW Admissions Counselor
• Connect With a Current MSW Student
• Request MSW Program Information
• Visit Our MSW Program
• Financial Aid
• Part-Time Programs
• Program Length
• Special Programs
• Tuition & Fees
• Admitted Students
• CSWE Competencies Assessment
• MasterTrack
• Program Statistics
• Joint PhD Research
• Joint PhD Students & Alumni
• Conversations Across Social Disciplines
• Declarations and Requirements
• Certificate Programs
• Faculty & Staff
• Outreach Board
• Preferred Admissions
• Stories & Videos
• Funding Opportunities
• Community Action and Social Change Minor
• UM Dearborn
• U-M Sociology and Social Work
• Affidavit of Financial Support
• English Proficiency
• Health Insurance
• Student Stories
• LGBTQIA2S+ Students
• Prospective Field Instructors
• Licensure Requirements
• Exam Preparation
• Mailing List
• Global Activities Scholars Program
• Global Course Extension
• Global Independent Study
• Peace Corps
• Global Social Work Practice Pathway
• Exchange Visitors
• Identities Abroad
• Global Career Guide
• Scholarship
• Course Planning
• Courses & Field Placements
• Community Action & Research Certificate
• Interprofessional Mini-Certificate in Trauma-Informed Practice
• Groups/Labs/Centers
• Past Discoveries
• Faculty Support
• Proposal Notification
• Responsible Conduct
• Schedule a Consult
• Evaluation Skills Video Resource Library
• Education/Training
• Signature Programs
• Past Projects
• White Papers
• Become a Faculty Affiliate
• AHEAD Magazine
• Athletics Tickets
• Spaces for Students
• Students with Children
• Students with Disabilities
• Job Search Resources
• Job Preparation
• Licensing & Exam Prep
• Alumni Jobs & Salaries
• Graduate Fellowships and Assistantships
• Post-MSW Fellowships
• Student Employment
• Writing Assistance
• After Hours Transit Services
• SSW Building Maps
• Affordable Care Act
• Domestic Health Insurance
• International Health Insurance
• Liability & Auto Insurance
• Counseling and Psychological Services Embedded Therapist
• Virtual Student Mental Health Resources
• Get Help at U-M
• Student Help & Support
• Upcoming Ceremonies
• Past Ceremonies
• Commencement Calendar
• International Students
• International Applicants
• Student Activities
• Request a Community Conversation
• Upcoming Community Conversations
• Spring / Summer 2024
• Winter 2024
• Outside Classes

Class Descriptions

• Credit Hour Policy
• Diversity, Equity & Inclusion
• Faculty and Administrative Support
• Contacts by Office
• Tenure-Track Faculty
• Clinical & Research Faculty
• Research Fellows
• Field Faculty
• LEO Lecturers
• Emeritus Faculty
• Joint PhD Students
• LEO & GSI
• Research Fellow
• Academics & Curriculum
• Continuing Education
• MSW Applications & Admission
• Registrar's Office
• Letter from the Director
• Halla Jomaa-Jouney
• Nancy Riske
• Charlotte Hoppen
• Madison Mariles
• Abigail Niehaus
• Benjamin Shovers
• Nikki Pallante
• Ways of Giving
• Fundraising Initiatives
• Donor Impact
• Class Notes
• Host Your Own Event
• Get Your Transcript
• Lifelong Learning
• Alumni Recognition
• Alumni Board
• Present a Webinar
• Advances in Child Maltreatment Prevention
• Building Healthy, Strong Communities
• Fedele F. and Iris M. Fauri Memorial Lecture
• Homecoming & Reunion Weekend
• Leon and Josephine Winkelman Memorial Lecture
• Social Justice Changemaker Lecture
• Social Work Month Celebration
• Contact Information
• Update My Record
• Meet the Team
• Directories

You are here

Qualitative methods, course description.

This course is designed as an introductory doctoral seminar to the qualitative research process. We will examine the family of research strategies that fall under the rubric of qualitative inquiry (such as auto-ethnography, ethnography, narrative analysis, text or discourse analysis, visual analysis, case study, grounded theory, oral/life history, focus groups, phenomenology, symbolic interactionism, participatory action research, etc.). Course topics include: the role of qualitative research in social work and applied domains, critical examination of the ontological, epistemological and theoretical underpinnings of qualitative approaches, framing qualitative research questions, positionality and the role of the researcher, ethical and political issues unique to qualitative work, research design (we will select one or two for in-depth coverage), collecting and managing non-numeric empirical evidence, approaches to analysis, computer assisted software, issues in writing up qualitative studies, finding scholarly publication and conference outlets for qualitative work and criteria for assessing the quality of qualitative studies. Student projects will include work with the three primary sources of empirical evidence in qualitative designs: interviews, observations, and documents (or other social artifacts). Throughout the term particular emphasis will be placed on meaning-making, perception, and stand-point in knowledge creation and development.

Course Registration

Registration Information »

Wolverine Access »

Pathway Courses

See the course list for all pathways »

Contact Us Press escape to close

• Phone 1 (734) 764-3309 Fax 1 (734) 936-1961
• Email MSW [email protected] CE [email protected] PhD [email protected]

University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109-1106

• Faculty, Staff & PhD Directory » Building Hours & Maps

Qualitative Research Methods

• Description

This course offers a hands-on opportunity for doctoral and advanced masters students to experience the practice of qualitative research. We will address the nature of qualitative research in the administrative and policy sciences, with ample opportunities to discuss the implications of the choices made in designing, implementing and reporting on the findings of a “mock” project which we will determine in class, with your input. The course will require a considerable investment of time, with intensive reading and writing, recurrent team discussions based on assignments, and individual fieldwork (with journal writing before, during and after site visits). The course is a program requirement for doctoral students. For all masters students, it will help develop skills to collect qualitative data during capstone projects and for policy/finance students interested in a methods course sequence, it will also serve as a good complement to the available quantitative courses.  For all students, understanding the basics of qualitative research will make you a better researcher (independent of whether your research is only qualitative or only quantitative) and will increase your research competency by offering a foundation to do mixed methods.

Either one of the following: PADM-GP.2171 Program Analysis and Evaluation, PADM-GP 2172 Advanced Empirical Methods for Policy Analysis, PHD-GP 5902 Research Methods, an upper level research methods undergraduate course, or more than 3 years experience of research in a university or other research institution.  Masters students must fill an application and be approved to take the course.  The application is found on the Course Highlights page.

Spring 2022 PHD-GP 5905.001

Download Syllabus

Spring 2021 PHD-GP 5905.001

• Student Login
• Instructor Login
• Areas of Study
• Art and Design
• Behavioral Health Sciences
• Business Administration
• Leadership and Management
• Project Management
• See the full list
• Construction and Sustainability
• Humanities and Languages
• Mathematics and Statistics
• Sciences and Biotechnology
• Chemistry and Physics
• Clinical Laboratory Science
• Health Advising
• Life Science Business and Biotechnology
• Online Sciences Courses
• Technology and Information Management
• Writing, Editing and Technical Communication
• Transfer Credit
• Transfer Credit Courses
• Online Learning
• Online Courses and Certificates
• Information Sessions
• Career Services
• Career-Development Courses
• Professional Internship Program
• Custom Programs
• For Universities and Organizations
• Academic Services
• Transcripts
• General Information
• Community Guidelines
• Course and Program Information
• Latest COVID-19 Information
• Online Course Policies
• Certificates, Programs and CEUs
• Concurrent Enrollment
• International Student Services
• Student Aid
• Disability Support Services
• Financial Assistance
• Voices Home
• Educator Insights
• Student Stories
• Professional Pathways
• Industry Trends
• Free and Low Cost Events
• Berkeley Global

Qualitative Research: Design, Implementation and Methods

DESIGN X440.2

Get an introduction to what qualitative research is, the types of qualitative research methods, the appropriate situations to apply qualitative methods, and how to conduct your own qualitative research. You learn to build a research protocol and use various techniques to design, conduct, analyze and present an informative research study.

At the end of the course, you are expected to conduct your own qualitative research study . To that end, you develop a research plan based on the given situation, collect data using qualitative methodologies , engage with various techniques for coding and analyzing qualitative data effectively, and present the data and insights in a manner that is best aligned with the goals of the research.

Prerequisites: None.

Course Outline

Course Objectives

• Understand what constitutes qualitative research, how it differs from quantitative research and when to apply qualitative research methods
• Identify and formulate appropriate qualitative research plans
• Apply qualitative research data collection techniques
• Develop coding schemes for analysis of qualitative data
• Present qualitative data to inform and influence

What You Learn

• Developing qualitative research questions
• Building a research protocol
• Observing, listening and probing: the core skills of a qualitative researcher
• Qualitative sampling and participant recruitment
• Understanding an overview of the qualitative data analysis process
• Communicating your findings, from summary to interpretation
• Presenting qualitative results

How You Learn

We are online! All of the design classes are conducted online and include video classes, mentor-led learning and peer-to-peer support through our student online platform, Canvas. 

• Reading assignments
• Quizzes at instructor’s discretion
• Small-group activities
• Homework assignments
• Capstone project

Is This Course Right for You?

This course is intended for students in the Professional Program in User Experience (UX) Design , or anybody interested in obtaining skills in qualitative research. You do not need preexisting research experience for this course. Our experienced instructors provide practical information, leverage their qualitative research skills and monitor your development along with peer-to-peer support on our student online platform.

Summer 2024 enrollment opens on March 18!

Thank you for your interest in this course!

The course you have selected is currently not open for enrollment.

Enter your email below to be notified when it becomes available.

Required Field

Get Notified

We're excited that you have chosen us as your education provider.

Once a section for this class is available, we will email you with enrollment information.

Your privacy is important to us .

Email Privacy Policy

Your privacy is important to us!

We do not share your information with other organizations for commercial purposes.

We only collect your information if you have subscribed online to receive emails from us.

We do not partner with or have special relationships with any ad server companies.

If you want to unsubscribe, there is a link to do so at the bottom of every email.

Read the full Privacy Policy

← Back to your information .

Session Time-Out

Privacy policy, cookie policy.

This statement explains how we use cookies on our website. For information about what types of personal information will be gathered when you visit the website, and how this information will be used, please see our Privacy Policy .

How we use cookies

All of our web pages use "cookies". A cookie is a small file of letters and numbers that we place on your computer or mobile device if you agree. These cookies allow us to distinguish you from other users of our website, which helps us to provide you with a good experience when you browse our website and enables us to improve our website.

We use cookies and other technologies to optimize your website experience and to deliver communications and marketing activities that are targeted to your specific needs. Some information we collect may be shared with selected partners such as Google, Meta/Facebook or others. By browsing this site you are agreeing to our Privacy Policy . You can revoke your voluntary consent to participate in monitored browsing and targeted marketing by selecting “Disable All Cookies” below.

Types of cookies we use

We use the following types of cookies:

• Strictly necessary cookies - these are essential in to enable you to move around the websites and use their features. Without these cookies the services you have asked for, such as signing in to your account, cannot be provided.
• Performance cookies - these cookies collect information about how visitors use a website, for instance which pages visitors go to most often. We use this information to improve our websites and to aid us in investigating problems raised by visitors. These cookies do not collect information that identifies a visitor.
• Functionality cookies - these cookies allow the website to remember choices you make and provide more personal features. For instance, a functional cookie can be used to remember the items that you have placed in your shopping cart. The information these cookies collect may be anonymized and they cannot track your browsing activity on other websites.

Most web browsers allow some control of most cookies through the browser settings. To find out more about cookies, including how to see what cookies have been set and how to manage and delete them please visit https://www.allaboutcookies.org/.

Specific cookies we use

The list below identify the cookies we use and explain the purposes for which they are used. We may update the information contained in this section from time to time.

• JSESSIONID: This cookie is used by the application server to identify a unique user's session.
• registrarToken: This cookie is used to remember items that you have added to your shopping cart
• locale: This cookie is used to remember your locale and language settings.
• cookieconsent_status: This cookie is used to remember if you've already dismissed the cookie consent notice.
• _ga_UA-########: These cookies are used to collect information about how visitors use our site. We use the information to compile reports and to help us improve the website. The cookies collect information in an anonymous form, including the number of visitors to the website, where visitors have come to the site from and the pages they visited. This anonymized visitor and browsing information is stored in Google Analytics.

Changes to our Cookie Statement

Any changes we may make to our Cookie Policy in the future will be posted on this page.

• PhD Programmes

Qualitative Methods

The goal of this course is to equip students with the intellectual baggage necessary for the design, execution, and publication of truly excellent qualitative research studies.

Information

The following topics are covered in this course in 5 consecutive weeks: (1a) qualitative “versus” quantitative research; (1b) measurement and operationalization in qualitative research settings; (2a) data collection: interviews, documents, observation, data bases, and more; (2b) data analysis: data reduction, causal inference, and qualitative data analysis software (NVivo, Atlas.ti, UCINET, QCA); (3a) ethnography; (3b) grounded theory methods; (4a) case study methods; (4b) content analytical methods and discourse analysis; and (5) capita selecta.

Central to this course is that students acquire an advanced understanding of the qualitative research process in general, and of several commonly used qualitative research designs in particular. Students are also expected to get acquainted with and learn how to use qualitative data analysis programs, such as NVivo, (www.qsrinternational.com), Atlas.ti (www.atlasti.de), fs/QCA (http://www.u.arizona.edu/~cragin/fsQCA/), or UCINET (www.analytictech.com).

The grade components for this course are: (1) an in-class paper presentation (20%); (2) class participation (20%); a written final exam (60%).

The literature for this course will consist of carefully selected articles and book chapters, made available through Canvas. The materials will include original methodological contributions, as well as exemplary applied research articles.

Additional info

The timetable for this course can be found in the EUR course guide .

ERIM PhD candidates and Research Master students can register for this course via Osiris Student .

External (non-ERIM) participants are welcome to this course. To register, please fill in the registration form and e-mail it to the ERIM Doctoral Office by four weeks prior to the start of the course. For external participants, the course fee is 260 euro per ECTS credit.

• © 2024 Erasmus Universiteit Rotterdam
• Privacy statement

Qualitative Research Certificate

Graduate Certificate

The Qualitative Research Certificate consists of four three-credit hour courses (12 credit hours) developed to prepare students and professionals to understand a broad and in-depth knowledge of qualitative research approaches and to conduct qualitative research studies.

Over recent years, qualitative research has been increasingly conducted and influential in educational research across disciplines.

The Qualitative Research Certificate within the College of Education at Purdue University requires students to obtain a minimum grade of B for each course while also maintaining an overall GPA of 3.0/4.0. This certificate program accepts applications from Purdue University graduate students from any Purdue West Lafayette graduate programs.

This residential program has rolling admission. Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” tab below.

July 1 is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Application Instructions for the Qualitative Research Certificate from the Office of Graduate Studies :

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Official, current Purdue transcripts
• Graduate School Form 18 for Dual Enrolled students. Please upload this form with your application with your signature and information only. Our office will obtain the necessary faculty signatures.
• Academic Statement of Purpose
• Personal History Statement

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Curriculum Studies
• Please select a Degree Objective: Qualitative Research Graduate Certificate
• Primary Course Delivery: Residential

Program Requirements

Required courses.

• EDCI 61500:  Qualitative Research Methods in Education (3 cr.) A course providing an introduction to qualitative research methods in education.
• EDCI 61600:  Qualitative Data Collection and Analysis in Educational Research (3 cr.) A course focused on collection and analysis of qualitative data
• Elective #1:  with focus on qualitative methods (3 cr.)
• Elective #2:  with focus on qualitative methods (3 cr.)
• CAND 99100: Candidate (Must be registered as a candidate for graduation to receive the Certificate) Candidate registration should be completed through the Office of Graduate Studies when registering for the final course. Student must contact the office directly at [email protected] . Failure to register properly will result in a delay of being awarded the certificate
• EDCI 567: Action Research in Science Education
• EDCI 59100: Research in International Contexts
• EDCI 591: Technology for Qualitative Research
• EDCI 612: Literacy Research Methodologies
• ANTH 605: Seminar in Ethnographic Analysis
• COM 584: Historical/Critical Research in Communication
• HDFS 679: Qualitative Research on Families
• TECH 697: Qualitative Research Methods in Technology Studies
• WGSS 680: Feminist Theory
• WGSS 682: Issues in Feminist Research and Methodology
• Other elective courses may be approved (before completing) by the faculty advisor in the home department in conjunction with the Qualitative Research Certificate coordinator in the Dept. of Curriculum and Instruction

APPLICATION PROCEDURE

Course Content Information or Blackboard: Contact Dr. Stephanie Zywicki Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

• Home »
• Advice »
• Studying For A PhD

find your perfect postgrad program Search our Database of 30,000 Courses

Phd research methods: qualitative research.

In a nutshell, qualitative research is the method of using particular case studies and small, focused samples. Any broader ‘conclusions’ drawn using these methods are treated as ‘informed assertions’.

So just what kind of uses would qualitative research have? Well, let’s take the example of market research – you can test a product on a small focus group and from their response you can make changes to the product you are attempting to market. Or, perhaps, let’s look at psychology – many famous psychological theories begin with an initial case study – ever heard of the Little Albert Experiment? This uses just one child to show classical conditioning in humans.

But what are the different types of qualitative research methods? After all, we’ve already listed two that seem quite distinct.

The different types of qualitative research methods

Each of these methods has its advantages and disadvantages; being a participant increases the chance of seeing things as they really are, rather than as shown to an outsider, but it can also increase personal bias and distract from the role as researcher. With non-participatory observation, you are much less likely to experience bias, but you may miss some of the vital things you are looking out for.

#2 Questionnaires Questionnaires require much less involvement on the researcher’s part than some of these other methods (for example, observation) which means they can spend more time on the setup and results. These can be useful when there are particular responses desired (such as answers to ‘how do you feel about this product’) but does limit what data you end up with (as it’s only what you ask). As with any method, this too has advantages and disadvantages – you can ensure you’re getting the relevant data, but you are also opening up the possibility of biasing the subject in your questions.

#3 Other Written Materials In this case, it’s not handing out documents to be filled in, but looking at ones already written. This can be any kind of document, depending on your goal. This is particularly useful for subjects such as anthropology, where you can learn much about a group by their writings about themselves. That said, it can be used in many other places, psychology studies may often get you to keep a diary, for instance. This qualitative research method is useful because you can learn a lot from a variety of settings, and, if the materials are pre-created, then you don't have the problem of your presence changing how the group acts. However, interpreting them can be difficult, especially if they’re from a different culture or in another language.

#4 Sampling Sampling is the method of picking out a small group to focus on out of a larger one. Say we were studying students at a university, we cannot study all of them, so we may choose around 50 to focus on. Sampling can be complex as you want to ensure that your chosen sample is diverse meaning they can’t all be the same age, gender, ethnicity, orientation, and so on, unless of course one of these is the factor you’re studying. Sampling has the advantage of making it easier to study the group in question, and as you can manually choose a sample it does have the advantage of being able to fine tune the variables. Flaws, however, include the fact that a sample is just a sample, and may not be as representative as you hoped, especially if it’s a sample that people volunteer for as this will heavily bias the results towards the type of people who volunteer for studies.

#5 Interviews Interviews are a great way of talking one on one, or to small groups of people. This method is often useful when starting a project, to find out general trends or to get a feel for what you’re studying. It can also be useful later on, when wanting to ask specific things. However, if you are using interviews, you’ll have to be very aware of your methods and you need to be in control of everything. No leading questions, or closed off body language here.

The good thing about interviews is the chance to really ask questions, to get to know the person you’re talking to, and to observe the answers, rather than just reading them. The downside is the possibility of you influencing the answers accidentally.

These are the main methods used in qualitative research, and you’ll have seen them or variants thereof used in most social science textbooks.

Useful links:

Quantitative Research

Qualitative Vs Quantitative Research

Social Sciences

Are you ready for a PhD?

IMAGE CREDIT: © Studio | Dreamstime Stock Photos & Stock Free Images

Exclusive bursaries Open day alerts Funding advice Application tips Latest PG news

Sign up now!

Take 2 minutes to sign up to PGS student services and reap the benefits…

• The chance to apply for one of our 5 PGS Bursaries worth £2,000 each
• Fantastic scholarship updates
• Latest PG news sent directly to you.

Staff - Department of Management

Qualitative research methods - 2023.

The PhD course on qualitative research methods is offered in a modular course design. To complete the mandatory course, the basic module - Module A (2.5 ECTS) - and one of the three supplementary modules - Modules B, C, D (2.5 ECTS each) - need to be completed (this only applies to PhD students at the Department of Management, Aarhus BSS, Aarhus University).

The modules are:

• Module A - Introduction & Research Design (13-15 March 2023) The mandatory module will enable participants to match research aims with an effective research strategy and suitable qualitative research methods. The course will leverage on contrasting of successful papers to form the ability to critically appraise research designs and further develop the participants' own research strategy and methods. Application deadline:  13 February 2023. More info and sign-up  
• Module B - Collecting Qualitative Data (19-21 April 2023) This module will enable participants to choose and utilise a variety of qualitative data collection methods, including interviews and participant observation, video recording, online data collection, and focus groups. Application deadline:  20 March 2023. More info and sign-up  
• Module C - Analysing Qualitative Data (2-4 May 2023) This module will teach advanced skills to analyse different data types related to text and talk. Different analysis methods will be discussed, including structured interview and text analysis (e.g. the Gioia method), cultural analysis, narrative analysis, discourse analysis, conversation analysis. Application deadline:  27 March 2023. More info and sign-up  
• Module D - Mixing Methods (22-23 and 26 May 2023) This module provides students with an overview of how different research strategies or methods may be integrated to meet a research aim. Students will have the opportunity to reflect on and critically appraise papers and research projects that mix different qualitative methods as well as combinations of qualitative and quantitative research methods. Application deadline:  19 April 2023. More info and sign-up

Students with a PhD project based on qualitative methods might want to choose more than one elective to gain deeper methodological knowledge and skills, e.g. the modules A, B and C. Students working on a quantitative research project might want to follow A and D, which would emphasize in particular the ability to critically reflect on and proactively design successful research designs that might include mixing methods. Students are, however, free to choose any combination that contains the mandatory module A.

Qualitative Inquiry Methods

Be equipped with the knowledge and skills necessary to design, conduct and analyze qualitative research effectively in the social sciences.

If you are interested in understanding human experiences, behaviors, and social phenomena you will gain the essential inquiry skills, tailored for both practitioners and academic researchers with this certificate.

Why pursue a Qualitative Inquiry Methods graduate certificate?

If you're an international student, refer to the international application process for deadlines.

You will learn about participatory and equity-oriented qualitative inquiry methods that support understanding diverse socio-cultural perspectives when exploring problems from a qualitative and equity-oriented framework and enhance your other credentials by demonstrating specialized knowledge and skills in qualitative research methods and design in your workplace.

This 9-credit online graduate certificate program is for faculty and graduate students, as well as individuals who would like to take a focused program of study in qualitative research methods. This certificate is not solely for those doing academic, empirical research; it views the skills of a qualitative researcher as deeply relevant to what you do every day to understand complex problems in schools, workplaces and organizations, subsequently fostering the competency to understand and explore equitable solutions.

Who should earn a certificate in Qualitative Inquiry Methods?

The Qualitative Inquiry Method graduate certificate serves many types of professionals:

• Graduate Students : If you are a graduate student pursuing degrees in social sciences, humanities, education , public health or other related fields that engage in qualitative research as part of your academic work. A certificate in Qualitative Inquiry Methods can provide you with valuable skills and credentials for conducting qualitative research.
• Researchers : If you're already exploring or working in academic, non-profit, or governmental research settings, this certificate will be a valuable asset to enhance your research capabilities and bolster your credibility. It's particularly beneficial for those in sociology, psychology, anthropology, education, public health, and social work.
• Practitioners : For practitioners engaged in market research, program evaluation, community development, or policy analysis, the insights gained from learning qualitative research methods can be transformative. Earning a certificate in Qualitative Inquiry Methods opens up new perspectives on understanding people's experiences, attitudes, and behaviors.
• Educators : Teachers, professors and instructional designers will find that this certificate deepens their grasp of qualitative research principles and techniques. It will help you to incorporate qualitative research methods into your curriculum or educational research projects.
• Consultants : Consultants working in areas such as organizational development, human resources and market analysis may find that a certificate in Qualitative Inquiry Methods enhances their ability to conduct thorough research and offer valuable insights to their clients.

Qualitative Inquiry Methods Graduate Certificate at UND

Qualitative research faculty are trained in critical, participatory and equity-oriented research methods.

Real-world research projects embedded into coursework.

Have full flexibility with courses offered both online and on-campus.

Careers with a Qualitative Inquiry Methods Graduate Certificate

By choosing the Qualitative Inquiry Methods graduate certificate, you'll gain access to the latest skills and methods for conducting deep and meaningful research. This research can make a big difference in schools, communities, and other settings.

Careers opportunities may include:

• Policy Analyst
• Higher Education Administrator
• University Professor
• Program Evaluation Specialist

Qualitative Inquiry Method Graduate Certificate Courses

EFR 510. Participatory Qualitative Research Methods. 3 Credits.

Qualitative researchers engage in systematic inquiry and direct collaboration with individuals and communities to explore highly contextualized phenomenon with the purpose of action or change. Qualitative methods are naturalistic, highly contextual, participatory and relational. Exploring the lived experiences and perspective of others requires attention to relationships, rapport and trust among all participants. Students will learn fundamental community-based and participatory methods of data collection: observations, interviewing, as well as data analysis and writing up qualitative findings following case study design. On demand.

EFR 520. Translational and pluralistic designs in qualitative research. 3 Credits.

Translational and pluralistic designs are interdisciplinary approaches to constructing qualitative research with the intent to produce relevant inquires with individuals and communities and not upon them. Students gain foundational knowledge in phenomenology, grounded theory, narrative, and ethnographic designs. Students learn how to blend components of these designs to ensure inquiries are relevant, with the intent of disseminating knowledge to the people who can use it. Knowledge about IRB requirements will also be addressed. On demand.

T&L 569. Action Research. 3 Credits.

The study of the philosophy and methods of action research. Emphasis is focused on analysis of and reflection on one's teaching for the purpose of improvements in student learning. Prerequisite: Graduate status. S.

Qualitative Inquiry Methods Certificate Online

best online university in the nation

best online graduate programs

UND's graduate certificate in Qualitative Inquiry Methods is delivered fully online. You never have to come to campus.

Flexible Online Qualitative Inquiry Methods Courses

With asynchronous classes, you do not attend class at a set time. If you need to balance work, family, and other commitments, this flexible format allows you to learn anywhere at any time.

Depending on your instructor, you’ll learn online through:

• Lesson modules
• Streaming video content
• Virtual libraries
• Posted lectures
• Online simulations

There will be times when you interact with your instructor and classmates through online discussion boards, polls, and chat rooms.

Your learning revolves around materials that can be accessed on your own time within a set time frame. However, this is not a self-paced course. You’ll have structure and deadlines.

Leaders in Online Education

Over a third of UND's student population is exclusively online; plus, more take a combination of online and on campus classes. You can feel reassured knowing you won't be alone in your online learning journey and you'll have resources and services tailored to your needs. No matter how you customize your online experience, you’ll get the same top-quality education as any other on campus student.

• Same degree:  All online programs are fully accredited by the Higher Learning Commission (HLC) . Your transcript and diploma are exactly the same as our on-campus students.
• Same classes: You’ll take courses from UND professors, start and end the semesters at the same time and take the same classes as a student on campus.
• Real interaction:  You can ask questions, get feedback and regularly connect with your professors, peers and professionals in the field.
• Your own academic advisor:  As an invaluable go-to, they’re focused on you, your personal success and your future career.
• Free online tutoring:  We're here to help you one-on-one at no cost. Plus, get access to a variety of self-help online study resources.
• Unlimited academic coaching:  Need support to achieve your academic goals or feeling stumped by a tough course? We'll help with everything from stress and time management to improving your memory to achieve higher test scores.
• Full online access:  Dig into virtual research from the Chester Fritz Library. Improve your writing skills with online help from the UND Writing Center. Get online access to career services, veteran and military services, financial services and more.
• 24/7 technical support:  UND provides free computer, email and other technical support for all online students.
• Networking opportunities: Our significant online student population means you’ll have a large pool of peers to connect with. UND has numerous online events and activities to keep you connected.

Best Online College

Our high alumni salaries and job placement rates, with affordable online tuition rates make UND a best-value university for online education. UND's breadth of online programs rivals all other nonprofit universities in the Upper Midwest making UND one of the best online schools in the region.

UND ranks among the best online colleges in the nation for:

• Affordability
• Student satisfaction (retention rate)
• Academic quality (4-year graduate rate)
• Student outcomes (20-year return on investment per Payscale.com)

Looking to pursue similar graduate work or connect with the department?

• Depratment of Education, Health & Behavior
• Find similar Graduate Certificates

By clicking any link on this page you are giving your consent for us to set cookies, Privacy Information .

Qualitative Research Graduate Certificate

• K-State home
• K-State Online
• Explore Programs

Learn how to facilitate scholarly qualitative research from a broad social science perspective.

The online qualitative research graduate certificate offers you the opportunity to fill the demand for trained qualitative researchers, both in the U.S. and internationally. Qualitative research is useful both in academic and practical projects, with skills that directly relate to careers in academia, public health, nonprofits, business, marketing and more.

*This estimate is for illustrative purposes only. Your hours and costs will differ depending on your transfer hours, course choices and your academic progress.  See more  about tuition and financial aid.

New Tuition and Fees Structure for 2021-22 Academic Year To better assist students with understanding the cost of attendance, K-State has simplified the tuition and fees structure for students enrolled in online programs.

Application

All students are required to meet the general university admission requirements.

Learning new proficiencies in qualitative methods can provide the tools to enhance research skills as well as lead to a range of employment opportunities within:

• government agencies
• universities
• consulting firms
• research industries
• marketing firms
• nonprofit organizations

Required (9 credits)

• EDLEA 838 - Qualitative Research in Education (3 credits)
• EDLEA 938 - Advanced Data Analysis in Qualitative Methods (3 credits)
• EDLEA 948 - Data Representation and Writing in Qualitative Research (3 credits)

Electives (6-9 credits)

• EDCI 760 - Action Research in Education (3 credits)
• EDCI 920 - Narrative Inquiry in Education (3 credits)
• EDLEA 828 - Scholarly Orientation to Graduate Studies (3 credits)^
• EDLEA 848 - Understanding Theoretical Frameworks (3 credits or equivalent)
• EDLEA 929 - Narrative and Arts-Based Inquiry in Qualitative Research (3 credits or equivalent)
• EDLEA 958 - Case Study in Qualitative Research (3 credits)
• EDLEA 968 - Discourse Analysis (3 credits)
• EDLEA 978 - Qualitative Data Management and Analysis Using NVivo (3 credits)
• EDLEA 988 - Differentiated Research (3 credits)
• HDFS 809 - Qualitative Research Methods in Human Development and Family Science (3 credits or equivalent)*
• HDFS 808 - Topics in Applied Family Science (1 credit or equivalent)*
• THTRE 862 - Workshop in Playwriting (3 credits)
• THTRE 880 - Project in Ethnodrama (3 credits)*

* Course is not available online at K-State ^ Can only be used if you choose to write a research interest paper that explores a research interest via qualitative inquiry.

Applied Project (0-3 credits) The applied project could constitute a completion of a dissertation using qualitative methods. If you wish to use your completed dissertation using qualitative methods you could use a maximum of 3 credit hours to complete this requirement. Certificates will be granted only after the completion of a dissertation.

If you wish to submit a publishable paper to a refereed journal based on an empirical study, you could use 3 credit hours earned from EDLEA 988 - Differentiated Research.

Other ways of submitting a publishable paper to a refereed journal could include, but are not limited to, preparing the manuscript as a result of specific coursework, preparing the manuscript as an independent study with a faculty member or preparing the manuscript outside of coursework through your own initiative.

Related Programs

Educational Leadership, Research and Technology

Graduate certificate in qualitative research methods.

Request Info Apply now

Program format

Program Overview

The Graduate Certificate in Qualitative Research prepares students with skills in qualitative inquiry design and analysis able to generate, collect, prepare, and analyze the expanding array of qualitative data, and to produce written reports aligned with the expectations of their specific disciplinary audience. This certificate program consists of five, three-credit hour courses (15 total credit hours). Graduate students in this applied program will develop knowledge and skills related to designing, conducting, and analyzing qualitative research.

The courses include:

• EMR 6480: Qualitative Research Methods
• EMR 6580: Qualitative Practicum
• EMR  6680 Qualitative Research: Computer Assisted Data Analysis
• EMR 6770 Ethnographic Research Methods
• EMR 6560: Mixed Methods Research

The EMR Graduate Certificate programs are designed primarily for individuals who are looking to expand their knowledge and experience through extended graduate coursework in one of the three certificate areas.

Admissions requirements

• Official transcripts demonstrating completion of bachelor's degree and any graduate coursework completed
• One-page page statement explaining interest in this certificate
• Three letters of professional recommendation
• English proficiency test scores are required for international students if previous degree (s) were earned from a non-English instructional institution
• Applications do not require graduate test scores

• School of Education

Research Methodology

Qualitative research certificate, program summary.

Program: Research Methods

Degree: Graduate Certificate in Research Methods, Concentration in Qualitative Research

Credential(s): Post-Master's Graduate Certificate

Credits: 18

100% Online Option: No On-campus/Blended Option: Yes

Cost per Credit : $617.95 (with VA educator discount) $727.00 in state $927.00 out of state

The Research Methods graduate certificate with a concentration in Qualitative Research offers a program of study to develop well-trained qualitative researchers in higher education and policy organizations. Courses blend theory and application, contributing to a comprehensive grounding in qualitative inquiry. The certificate is appropriate for those seeking faculty, research, and administrative positions in higher education, as well as those who work in federal, state, and local positions that require a diverse set of research skills for program development, assessment, and evaluation.

Why a certificate in qualitative research?

Qualitative methodology offers the opportunity to explore the many facets of human experience and perspective. As the only graduate certificate in qualitative methodology in this region, our program is flexible enough to enable you to delve deeply into the areas of qualitative inquiry that are most meaningful and useful to you as a researcher or faculty member. The certificate will document your professional attention to qualitative methods and methodologies in particular and to quality research in general.

How does this certificate work?

Our faculty members, trained in some of the most prestigious qualitative programs in the United States, are dedicated to an interdisciplinary approach to qualitative inquiry that focuses on learning through theory and practice. Our program encourages diverse theoretical, methodological, ethical, and practical principles across research in the social sciences. The program is structured around two core courses, three advanced applied courses (students choose based on interest and goals), and a capstone experience.

The graduate certificate may be pursued only on a part-time basis. However, students who are pursuing degrees on a full-time basis may still pursue the graduate certificate in qualitative research.

• EDRS 812: Qualitative Methods in Educational Research (3 credits)
• EDRS 822: Advanced Applications of Qualitative Methods (3 credits)
• EDRS 895: Qualitative Methods Capstone Project (3 credits) (should be taken after completion of all other certificate degree requirements)
• EDRS 818: Critical Discourse Analysis in Education Research (3 credits)
• EDRS 824: Mixed Methods Research: Integrating Qualitative and Quantitative Approaches (3 credits)
• EDRS 825: Advanced Research Methods in Self-Study of Professional Practice (3 credits)
• EDRS 826: Qualitative Case Study Methods (3 credits)
• EDRS 832: Document Analysis and Archival Research (3 credits)
• EDRS 833: Participatory Action Research (3 credits)
• EDRS 836: Narrative Inquiry (3 credits)
• EDRS 850: Grounded Theory (3 credits)
• EDRS 897: Special Topics in Research Methods (3 credits)
• Other Mason/consortium courses as approved by C-QR faculty on a case-by-case basis.

Note:  Students who would like to include alternate courses to count toward the certificate should discuss the possibility of a substitution with their advisor. No more than two non-EDRS courses may be substituted. Other Mason/consortium courses must be approved by C-QR Committee. Total: 18 credits

Application Deadlines

For more information and to apply, visit the admissions website .

* Priority deadline ensures consideration for the intended semester as well as financial aid options for students. Programs will continue to review applications until at capacity. Some programs do not review applications past the priority deadline.

Application Requirements

All application materials must be submitted through Mason’s  online graduate application . In addition to meeting  general university admissions requirements , applicants will need to provide the requirements below.

• Graduate application and fee
• Official Graduate Record Exam (GRE) scores that are no more than 5 years old
• 750- to 1,000-word written statement of your goals and interest in the program
• Current resume
• Three letters of recommendation: Applicants should follow the instructions included in the online application to submit the recommendation forms directly to their recommenders. Mason does not accept paper recommendations. Recommendations should be professional or academic in nature.
• Transcripts from all previous institutions attended in the United States. Please refer to the  Office of Graduate Admissions information page  for specific requirements regarding uploading unofficial transcripts.
• Applicants with transcripts from institutions outside of the United States could have additional requirements. Please refer to the  How To Apply page  for specific requirements about submitting international transcripts, evaluations, and English language proficiency.

Admissions Requirements

• An earned baccalaureate and/or graduate degree from a regionally accredited institution of higher education, or international equivalent, verified from official transcripts. Expectation of an earned baccalaureate and/or graduate degree prior to the first day of classes for the term for which the student is applying will also meet this requirement. See the admissions policy here for information .
• A minimum 3.00 GPA on a 4.00 scale in baccalaureate study. The GPA requirement may be higher for some graduate programs. The university, at its discretion, may, in evaluating the meeting of this requirement, additionally consider the difficulty of the baccalaureate degree, relevant work experience, any/or other evidence of ability to succeed in graduate study.
• Enrollment in a PhD program or an earned master's degree from a regionally accredited institution of higher education, or international equivalent, verified from official transcripts. Expectation of an earned baccalaureate and/or graduate degree prior to the first day of classes for the term for which the student is applying will also meet this requirement. See the admissions policy here for information .
• International students should reference Admission of International Students for additional requirements .

Tuition (2023-24)

Please Note: Refer to the Students Accounts Office website for more information on tuition and fees. Internship courses will incur a higher course fee to fund on-site assistance involving intensive clinical training/supervision.

*Mandatory Student Fee (MSF): $155.00

**VA state residents who are eligible must apply for the 15% PreK-16 VA Educators Discount in order to take advantage of the lower tuition. Eligible students receive 15% off the total tuition and mandatory student fee.

Financial Aid

For information on loans and scholarships, visit the Office of Student Financial Aid . For information regarding grants, tuition waivers, and other merit aid, please inquire with your graduate department. Also, many school districts offer tuition reimbursement options. Speak to your employer for more information.

Each student is responsible for knowing Mason’s rules, regulations, requirements, administrative policies, and academic policies. The University Catalog, your program advisors, and the staff in the Student and Academic Affairs Office are key resources to assist you as you work toward completion of your degree requirements. It is highly recommended that you meet with your advisor at least once per semester to review degree progress and plan for future semesters.

You Have the Keys to Success:

Be an informed student.

It is your responsibility to monitor your progress in completing your requirements. Your advisor is a resource to assist you. If you choose not to meet with your advisor, you may miss key information and opportunities to make your experience at Mason a more valuable one.

Read your Mason Email

Students are responsible for reading university communications sent to their Mason email account (@gmu.edu) and are required to activate that account and check it regularly. If you wish to forward your @gmu.edu emails to a personal account, please do so as soon as possible once admitted to avoid missing key communications from various university offices.

Know and Use your Resources

Friends and other CEHD students are great, but they are not reliable sources of information for your individual degree requirements and progress. A reliable resource is the paid Mason employee who is the subject matter expert on the question at hand (e.g. licensure, endorsements, advising, career services, admissions, registrar, and IT support). When in doubt, ask your advisor!

Current students should visit MyMason for important forms and documents.

Anticipated start term Fall 2024 Spring 2025 Fall 2025 Spring 2026 Fall 2026

If you're interested in more than two programs or aren't sure which program to select, just choose the most relevant and we can discuss your options with you.

Program of interest Education & Human Development - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

Education & Human Development - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

I am interested in another program.

Second program of interest Education & Human Development - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

Phone number (optional)

Message (optional)

By clicking SUBMIT below, I acknowledge that I have read and understood Mason’s privacy policies and practices as set forth at http://go.gmu.edu/admr . I understand that George Mason University will use my information to contact me by email, phone and/or text message with information about the university.

Primary Faculty

PhD Courses in Denmark

Qualitative research methods, cbs phd school.

Faculty   

Professor Dr. Markus Reihlen, Institute of Management and Organization, Leuphana University of Lüneburg

Professor Torsten Ringberg, Department of Marketing, Copenhagen Business School

Prerequisites

This PhD seminar is for PhD students (regular and industrial) across business (e.g., organizational, marketing, and management) studies. However, students from other social science disciplines may also find this course relevant for developing a qualitative research approach. The two instructors bring with them extensive experiences from the use of social science theories including how to extract and analyze relevant data using a range of methods, such as case-studies and semi-structured in-depth interviews. Both instructors have published in leading international academic management and marketing journals.

Qualitative research is a research strategy that involves large quantities of unstructured data (textual, graphical, audio, and video data) from which deep-seated and influential socio-cognitive drivers are identified—a task that still is impossible for formal, statistical, and stochastic approaches (fx AI). Despite differences, qualitative research approaches share at least the following two assumptions, namely 1) by systematically gathering and analyzing data to elicit deeper understandings of the influence of shared socio-cognitive mindsets among individuals influence their interpretive positions and thought worlds which affect social orientation, behavior and decision making across a wide variety of socio-cultural domains (e.g., technology transformation, communication, gender issues, use of healthcare, branding, knowledge transfer, inter-organizational behavior) and, 2. these understandings might lead to the development of new theories (inductive view). Since qualitative research methods are informed by different philosophical traditions, this course will first cover various philosophical perspectives ranging from positivism to interpretivism and postmodernism.

Students will be introduced to theoretical orientations within the interpretive paradigm, and how each draws from a unique epistemological assumption to construct meaning and representation of reality/ies. We also cover various qualitative approaches (e.g., grounded theory, action research, case studies, ZMET) and discuss their pros and cons given participants’ particular research questions. Whereas the case studies and participant observation represent a holistic approach, the ZMET’s semi-structured in-depth interview approach, surfacing subconscious mindsets (mental models), provide insights into what motivate consumer sensemaking and preferences related to a given topic within a group or subculture under study. 

Qualitative methods provide the opportunity to gain new insights into exploring what motivates understanding and behavior. As part of the course students will be introduced to grounded theory (coding) --a widely used systematic analysis of qualitative data. Grounded theory provides structured approach (though coding) to identify deep-seated influential themes and shared socio-cultural (mental) models and assumptions, that subsequently might lead to the construction mid-range theories. The approach is primarily inductive (at times abductive), i.e., there is an interest in exploring topics with an ‘open’ mind enabling theory building within a relevant theoretical framework. The insights from qualitative research can, in addition to theory building, also be used to establish new hypotheses that can then be tested quantitatively (surveys, experimentally, etc.). As such, quantitatively oriented students might also benefit from this course. 

The qualitative data analysis is supported by different software packages (e.g., NVivo, Nudist, Atlas.ti, MAXQDA). Only Atlas.ti (quite similar to other softwares) will be covered at a more general level. It is possible to download and install a training version of the software program Atlas.ti 9.0 and Atlast.ti Cloud at a free or discounted rate on your laptop computer. Link: https://atlasti.com/students/ Also, you can consult online tutorials for a more detailed coverage-- see the below links. 

Course content

The course requires preparation and participation. You are also required to revise your research proposal, submit it for review by another fellow PhD participant, and provide a review of another fellow PhD participant’s proposal. Throughout the course, we encourage participants to discuss their thoughts, ideas, and perspectives in an open and safe environment. 

In order to get a certificate with full ECTS from the Copenhagen Business School you have to pass the following four components:

• Submit a short (minimum 3-page, 1,5 line space) research proposal. Here, you formulate a research problem of your choice (preferably from your own research field, and one you envision using for your PhD), its theoretical contribution and positioning (relevance), its theoretical framework, and the research design (method to collect data).  You should hand in the research proposal prior to the course starts . You will present and discuss this in the course with one of the instructors and a smaller group of students. 

•  Within two weeks  after the course ends, you submit an updated version of your research proposal based on feedback from the class discussions as well as general knowledge acquired during the course, to the course coordinator. This will then be submitted for review to one of your fellow students. The research proposal needs to address the following issues and will be evaluated confidentially by the instructors with a Pass or Fail (remake):

1. the research problem

2. theoretical positioning (within what general theoretical domain is the research?)

3. theoretical contribution (i.e., what is the essential hook, and is it relevant and interesting), 

4. theoretical framework (is the chosen framework relevant for explaining the research problem?) 

5. choice of method (is it relevant given the research problem)

•  Within four weeks  after the course ends, you must submit (to the author and instructor) a constructive review of an updated research proposal that is written by a fellow PhD participant (see above). The review should also address each of above bullet points. It will be evaluated confidentially by the instructors and graded with a Pass/Remake. We will provide additional information about how to write a constructive review. As part of your review you are encouraged to take the self-guided free review course provided by leading editors in our field at:  https://researcheracademy.elsevier.com/navigating-peer-review/certified-peer-reviewer-course or watch “What JMS wants from reviewers by JMS editor Gideon Markman“ https://www.youtube.com/watch?v=2yfW0mifno8

Teaching style

The instructors cover core material in lectures and entice participants to discuss core issues. Participants present their own research as well as provide feedback on other’s research proposals.   

We look forward to seeing you in Copenhagen. Attendance is taken each day. You are required to be present for all seminar sessions and participate actively throughout, including discussing existing assumptions/theories/methods and presenting your own thoughts and work in class.

Lecture plan

Tuesday 22 October 2024

9.00 – 12.00 1. Philosophical Foundations of Social Research

•  Introductory lecture and discussion

• Blagoev, B., Costas, J. (2022) Interpretive Inquiry: Constructivist Foundations and Epistemological Consequences, in: M. Reihlen & D. Schoenborn (Eds.), The Springer Handbook of the philosophy of management; section: epistemology of management, 80-97. (PDF 1-20)

Reihlen, M., Habersang, S., Nikolova, N. (2022) Realist Inquiry, in: M. Reihlen & D. Schoenborn (Eds.), The Springer Handbook of the philosophy of management; section: Realism 1-20.

• Reihlen, M., Klaas-Wissing, T., & Ringberg, T. 2007. Metatheories in management studies: Reflections upon individualism, holism, and systemism. M@n@gement, 10(3): 49-69.

• Reihlen, M. &  Schoeneborn, D. (2022) The epistemology of management: An introduction, in: M. Reihlen & D. Schoenborn (Eds.), The Springer Handbook of the philosophy of management; section: epistemology of management, p18-37 (PDF 1-19).

• Link to 45 min summary, copy/paste in to your browser https://www.dropbox.com/s/rocr94pe4mtgo02/01%20Reihlen%20Why%20philosophy%20matters%20in%20social%20research%20compressed.mp4?dl=0

12.00-13.00 Lunch

13.00 –14.30  2. Qualitative Research: Design and Approaches

•  Lecture and discussion

Team activity: systematic comparison/discussion of background theories.

• Locke, K. and Golden-Biddle, K. (2004): An introduction to qualitative research: its potential for industrial and organizational psychology, in: Handbook of research methods in industrial and organizational psychology, edited by S. G. Rogelberg, S. G., Blackwell: Oxford: 99-118.

• Maxwell, Joseph A. (2008) Designing a Qualitative Study, in: The SAGE handbook of applied social research methods, 2, edited by Leonard Bickman and Debra J. Rog, Sage: Los Angeles, 214-253.

14.30 – 17.00  3. Design and Method of Case Study Research

•  Lecture and discussion • Eisenhardt, K. und Graebner, M. E. (2007): Theory building from cases: opportunities and challenges, in: Academy of Management Journal, 50, 1: 25-32

• Reihlen, M., Schlapfner, J. F., Seeger, M., & Trittin‐Ulbrich, H. (2022). Strategic Venturing as Legitimacy Creation: The Case of Sustainability. Journal of Management Studies, 59(2), 417-459

Wednesday 23 October 2024

9.00 – 12.00  4. Cognition and mental models 

• Embodied cognition

• Subconscious values

• Subcultures

• Mental models (mindset) of managers and consumers

Case study: Subculture of tradesmen, ZMET

• Kock, F., and T. Ringberg (2019) “Embodied cognition effects on tourist behavior” Annals of Tourism Research. Pp1-5 

• Luna, Ringberg & Peracchio (2008), “One Individual, Two Identities: Frame Switching Among Biculturals,” in Journal of Consumer Research Vol. 35, No 2, pp. 279-293. 

• Dolbec, Fischer & Canniford (2021) Something new: Enabled theory building in qualitative marketing research. Vol 21(4) p. 443-461.

• Ringberg, Odekerken-Schröder & Christensen (2007) “A cultural models approach to segmenting consumer recovery expectations,” in Journal of Marketing, Vol.71 (July), pp. 194-214. 

• Ringberg & Reihlen (2008). “Toward a Socio-Cognitive Approach to Knowledge Transfer” in Journal of Management Studies Vol. 45 No 5, pp. 912-935.

13.00 – 17.00 5. Interviews. Zaltman Metaphor Elicitation Techniques (ZMET), including laddering and mindmapping 

Exercise: Interviews

6. ZMET: Identification of collective mindmaps  

• Christensen & Olson (2002) “Mapping Consumers’ Mental Models with ZMET”, Psychology & Marketing, Vol 19(6), pp 477-502.

• Hancock, Charles and Carley Foster (2020) “Exploring the ZMET methodology in services marketing” in Journal of Services Marketing 34(1): 48-58.

• Zaltman, G.; Coulter, R. H. 1995. “Seeing the voice of the customer: Metaphor-based advertising research.” in Journal of Advertising Research, 35(4): 35-51.

Thursday 24 October 2024

9.00 – 12.00  7.  Grounded theory and exercises

A) using interview protocol, 

B) analysis of rich data based on grounded theory (codes, constructs, themes)

Exercises: Analysis & coding

• Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Zeitschrift für Soziologie, 19(6), 418-427.

• Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational research methods, 16(1), 15-31.

• Suddaby, R. (2006) What grounded theory is not. In: Academy of Management Journal, Vol. 49, No. 4, pp. 633-642.

12.00-12.30 Lunch

12.30-17.00 8. Presentations and discussions of (incl feedback) students’ research proposals Torsten and Markus divide participants into two groups of students.

Within each sub-group, each student presents the core ideas followed by open discussion where everyone participate.

Friday 25 October 2024

9.00-12.00  Working lunch during class

12.00-14.00 9. Final considerations

A) Structuring a qualitative research paper, positioning, contribution, theoretical framing and use of relevant methods including examples of use of various research approaches. 

B) How to do a review

• Alvesson, M., & Sandberg, J. (2011). Generating research questions through problematization. Academy of Management Review, 36(2), 247-271. 

• Bansal and Corley, K. (2011). From the editors: The coming of age for qualitative research, Academy of Management Journal Vol. 54, No. 2, p. 233-237

• Caligiuri, P & D.C. Thomas (2013) From the Editors: How to write a high-quality review. Journal of International Studies, 44, 547-553

• Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Sage publications, chap. 7

->offers good examples of how to structure a research proposal

• McInnis, D. J (2011) A Framework for Conceptual Contributions in Marketing. Journal of Marketing, Vol 75(July), 136-154

• Ragins, B. R. (2012). Reflections on the craft of clear writing. Academy of Management Review, 37(4), 493-501. 

• Palmatier, Houston & Hulland (2018) Review articles: purpose, process, and structure, J. of the Acad. Science, 46, 1-5

Learning objectives

This course will provide you with insights into:

•     Philosophical foundations and principles of qualitative methods.

• How cognition and mental models orient subjects’ as well as your own representations (i.e., conceptual mindsets).

• Identifying and formulate relevant research questions (relevant, interesting, theoretical framework).

• How to design a qualitative research study including various data collection methods, especially ZMET interview techniques, hereunder ethical considerations.

• Developing an interview guide and conducting semi-structured qualitative interviews. 

• Analyzing rich data (textual and mindmaps).

• You will reflect critically on your own research as well as provide constructive review/critique of another fellow PhD student’s research proposals, positioning/contribution, and research processes.

1. Revised research proposal. Within two weeks after the course ends, you submit an updated version of your research proposal based on feedback and general knowledge acquired during the course to the course instructors. Your research proposal will graded Pass/Remake, and subsequently submitted for review to a fellow participant, who we choose. 

2. Review of a research proposal. In order to learn from each other you will also write a constructive review (approx. 2-3 pages long) of a fellow PhD participant’s updated research proposal and turn this in two weeks after you receive it (i.e., four weeks after the course ends) to the instructors as well as the fellow PhD participant. It will be evaluated by the instructors with either a Pass or Remake. We will provide additional information about how to write a constructive review.

When signing up fpr the course, please register your topic of your PhD-thesis or research interests as well as your PhD-supervisor (to CBS) - Name and Email. 

Updated course information will be distributed to particiapnts via email. 

Please note that your registration is binding after the registration deadline

ONLINE TUTORIALS

“How to develop a good research question?”

https://www.dropbox.com/scl/fi/9j99siusbmwqfa7c3l78l/Research-questions-compressed.mp4?rlkey=y4gaisg0dd4s03ywr9wkogls8&dl=0

Atlas.ti for Windows

https://www.youtube.com/watch?v=XqUFYQVrjwY&list=PL8CTEdsSSmZEQX8CUE7CFKUeFg57bxGUg

Atlas.ti for Mac

https://www.youtube.com/watch?v=24CP6fvGJo4

Approaches to Coding by Susanne Friese

https://www.youtube.com/watch?v=YibqDB0iO-0

Additional useful qualitative research literature

Philosophical Foundations of Social Research Pre-reading 

• Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: New vistas for qualitative research. Sage: London, chap. 1-3. 

• Bunge, M. (1996). Finding philosophy in social science, New Haven: Yale University Press. 

• Crotty, M. (1998). The foundations of social research. Meaning and perspective in the research process, Sage: London. 

Qualitative Research Methods 

Overview of articles & Handbooks

• Flick, Uwe; von Kardorff, Ernst; Steinke, Ines (Eds.) (2004). A companion to qualitative research, Sage: London.

• Maxwell, J. A. (2012). Qualitative research design: An interactive approach (Vol. 41). Sage publications.

• Miles, M.B.; Huberman, M.A. (1994). Qualitative data analysis: An expanded sourcebook, 2nd. ed., Thousand Oaks: Sage.

Action Research

• Coghlan, D. (2011). Action research: Exploring perspectives on a philosophy of practical knowing. Academy of Management Annals, 5(1), 53-87.

• Reason, P.; Bradbury, H. (2013). The Sage handbook of action research: Participative inquiry and practice. Sage: London.

Case study research

• Dyer, W.G.; Wilkins, A.L. (1991), ‘Better Stories, Not Better Constructs, To Generate Better Theory: A Rejoinder to Eisenhardt’, Academy of Management Review, 16, 3, pp. 613-619.

• Eisenhardt, K. M. (1989), Building theories from case study research, Academy of Management Review, Vol. 14, No. 4, S. 532–550.

• Gibbert, M., Ruigrok, W., & Wicki, B. (2008). What passes as a rigorous case study?. Strategic management journal, 29(13), 1465-1474.Langley, A. (1999). Strategies for theorizing from process data. Academy of Management Review, 24(4), 691-710. 

Ethnography 

• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice: Routledge.

• Smets, M.; Burke, G.; Jarzabkowski, P. (2014) Charting new territory for organizational ethnography: Insights from a team-based video ethnography, Journal of Organizational Ethnography, 3(1):10-26.

Grounded Theory

• Bryant, A.; Charmaz, K. (Eds.) (2007) The SAGE Handbook of Grounded Theory, Sage: Thousand Oaks.

• Glaser, B.; Strauss, A. (1967): The discovery of grounded theory: Strategies for qualitative research, Aldine: Chicago.

• Glaser, B. G. 1992. Basics of grounded theory analysis. Mill Valley, California: Sociology Press.

• Locke, K. (2001): Grounded theory in management research, London: Sage

• O’Reilly, K., Paper, D., & Marx, S. (2012). Demystifying grounded theory for business research. Organizational Research Methods, 15(2), 247-262.

• Strauss, A.; Corbin, J. (1998): Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd ed., Sage: Thousand Oaks.

Qualitative Meta-Analysis

• Hoon, C. (2013), Meta-synthesis of qualitative case studies: an approach to theory building’, Organizational Research Methods, 16(4): 522–556.

• Finfgeld-Connett, D. (2018). Introduction to Theory-Generating Meta-Synthesis Research. In A Guide to Qualitative Meta-synthesis. Routledge.

• Rousseau,D. M.,Manning, J.,&Denyer,D. (2008). Evidencein management and organizational science: Assembling the field’s full weight to scientific knowledge through synthesis. Academy of Management Annals, 2, 475-515

Zaltman Metaphor Elicitation Technique (ZMET)

• Kunst, Ringberg, & Vatrapu (2022), Beyond popularity: A user perspective on observable behaviours in a digital platform. In Information Systems Journal. (May) Vol. 32 Issue 3, p595-622.

• Ringberg & Gupta (2003), “The Importance of Understanding the Symbolic World of Customers in Asymmetric Business-to-Business Relationships,” in Journal of Business and Industrial Marketing, Special Issue on Qualitative Approaches in B-2-B. Vol. 18 No 6/7.  Pp. 607-626. 

• Zaltman, Gerald (2003). How customers think: Essential insights into the mind of the market. Harvard Business School Press: Cambridge. 

For further information and registration please see link.

Cookie consent

By clicking “Accept Cookies”, you agree to the storing of cookies on your device to analyze site usage, and assist in our marketing efforts. Click “Disable” to reject all but strictly necessary cookies

Select language

Join the 2024 Methods and Statistics Summer School Courses!

The Department of Methodology and Statistics (M&S) offers over 20 courses, regarding topics such as: SEM models, longitudinal data methods, R, Python, text mining, survey research, hypothesis evaluation/model selection, Bayes, multilevel modeling, networks, qualitative research methods, and many more data science topics.

Do you have any questions? Feel free to send an email to [email protected] .

• Share on LinkedIn
• Share on Facebook

Utrecht University Heidelberglaan 8 3584 CS Utrecht The Netherlands Tel. +31 (0)30 253 35 50