A Content Analysis of Qualitative Dissertations in Counselor Education

Abstract

We conducted a qualitative content analysis on counseling dissertations (N = 250) completed between 2017 and 2018. Identified categories included (a) paradigms, philosophies of science, and theories; (b) research methodologies; and (c) trustworthiness. The results indicated an infrequent use of paradigmatic frameworks and a distinct pattern of trustworthiness strategies.

Generic qualitative dissertations in counselor education: A content analysis

“…We developed our coding frame with a priori concept‐driven categories (i.e., derived from research literature) and data‐driven categories (i.e., derived from the data) developed in our four rounds of trial coding and our methodological justification themes (Schreier, 2012). For our concept‐driven categories, we examined coding processes used in similar content analysis studies (e.g., Richards et al., 2018; Waalkes et al., 2021) as well as important topics relevant to GQR in the research literature (e.g., Kahlke, 2014; Percy et al., 2015). Then, we adapted the coding frame in a data‐driven way as we encountered data that did not fit our initial coding frame.…”

“…Although GQR was the third most used qualitative methodology for doctoral dissertations in counselor education according to Waalkes et al. (2021) and is common in related fields (Caelli et al., 2003; Merriam & Tisdell, 2016), to our knowledge, no study has empirically examined the rigor and coherence of GQR studies. Sparse empirical literature and conceptual guidance on GQR leaves gaps for researchers attempting to articulate and conceptualize GQR designs.…”

“…However, scholars have debated GQR's purpose and usage in those fields (Caelli et al, 2003;Kahlke, 2014;Merriam & Tisdell, 2016;Sandelowski, 2010). According to a study by Waalkes et al (2021), GQR was the third most used qualitative research methodology for doctoral dissertations in counselor education, used by 9.2% of dissertation authors. The Council for the Accreditation of Counseling and (2.f.f,6.b.a,6.b.c).…”

“…According to a study by Waalkes et al. (2021), GQR was the third most used qualitative research methodology for doctoral dissertations in counselor education, used by 9.2% of dissertation authors. The Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2015) standards highlighted the importance of doctoral research preparation in calling for doctoral students to have familiarity with qualitative methodologies (2.f.f, 6.b.a, 6.b.c).…”

“…Despite the importance of research preparation and increased qualitative rigor, counselor educators have reported gaps in qualitative research training in doctoral programs (Borders et al., 2015) and in the rigor of dissertation research methodology (Borders et al., 2015; Waalkes et al., 2021). Additionally, doctoral students often struggle to choose qualitative research methods that fit their dissertation's methodological framework (Hays & Singh, 2012).…”