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Title: |
Of Quant Jocks and Qual Outsiders: doctoral student narratives on the quest for training in qualitative research. |
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Reference: |
Qualitative Social Work, 11(3), May 2012, pp.232-248. |
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ISSN paper: |
1473-3250 |
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ISSN online: |
1741-3117 |
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Abstract: |
The Group for the Advancement of Doctoral Education’s Guidelines for Quality in Social Work Programs (2003) recommends that curriculum content includes both qualitative and quantitative research methods. Yet many US schools’ coursework and training focus on quantitative methods, leading to a marginalisation of qualitative methods. The decision to use qualitative methods in a dissertation can be fraught with additional burdens including identifying supplementary coursework, locating supportive faculty, and frequently justifying methodological choices. This article seeks to illuminate the experiences of social work doctoral students who elect to employ qualitative methodologies. Personal narratives of 4 current and recent doctoral students who have incorporated qualitative methods into their education are presented and analysed for common themes. The themes that emerge from these narratives include early exposure to qualitative methods and a commitment to methodological pluralism, as well as experiences with encountering biases, additional costs, and the challenges of translating the methodologies of other disciplines. Recommendations are presented to encourage dialogue about qualitative research in social work doctoral education. |
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Format: |
article; |
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Topics: |
case studies; higher education; qualitative research; social work education; student social workers; |
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www.scie-socialcareonline.org.uk/profile.asp?guid=7efb6219-bad2-4a97-b612-a0e658db22c5 |
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