An Exemplar for Teaching and Learning Qualitative Research

Onwuegbuzie, Anthony J.; Leech, Nancy L.; Slate, John R.; Stark, Marcella D.; Sharma, Bipin; Frels, Rebecca K.; Harris, Kristin; Combs, Julie

doi:10.46743/2160-3715/2012.1807

Cited by 17 publications

(8 citation statements)

References 21 publications

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“…Thematic analysis was applied to analyse the data inductively. Inductive analysis allows the production of a comprehensive account of participants' narratives and a summary of themes emerging from the interview data (Onwuegbuzie et al 2012). We applied the thematic analysis approach proposed by Clarke (2006, 2019).…”

Section: Discussionmentioning

confidence: 99%

‘My Sport Won’t Pay the Bills Forever’: High-Performance Athletes’ Need for Financial Literacy and Self-Management

Hong

Fraser

2021

JRFM

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This paper investigates high-performance athletes’ development of their financial literacy and self-management skills and the related organisational support available to them during their athletic careers. The data were collected from 20 retired high-performance athletes (10 male and 10 female) representing six different countries (Japan, Mexico, Portugal, Singapore, South Korea, and the UK). Thematic analysis was applied to the processing of the data and five themes emerged: (1) Funding battles: financial challenges and misjudgements; (2) Coping Strategies; (3) Support from sponsors, parents, and sport organisations; (4) Development of Financial Literacy; and (5) Life After Sport. The data indicates that athletes experienced financial challenges due to a lack of organisational support, reduced or terminated funding, and limited opportunities to access sponsorship. Typically, athletes developed their financial literacy and self-management skills by ‘self-help’ or ‘trial and error’. The findings contribute to both literature and practice by providing empirical evidence on the coping strategies adopted by athletes in order to overcome financial challenges and on the methods used in order to develop their financial literacy and self-management skills. These findings inform sport organisations and governing bodies to develop support schemes for high-performance athletes as well as deepen our knowledge of athletes’ career development and transitions focusing on the financial aspect.

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Section: Discussionmentioning

confidence: 99%

‘My Sport Won’t Pay the Bills Forever’: High-Performance Athletes’ Need for Financial Literacy and Self-Management

Hong

Fraser

2021

JRFM

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“…The majority of highly-ranked educational journals publish grounded theory research and grounded theory studies are presented frequently at educational research conferences (Stough & Lee, 2019). Grounded theory approaches also are commonly taught in qualitative research courses within colleges of education (Glesne & Webb, 1993; Onwuegbuzie et al, 2012) and appear in qualitative research textbooks used in graduate education courses (refer to Creswell & Poth, 2018; Hesse-Biber, 2017; Patton, 2014).…”

Section: Grounded Theory In Educational Researchmentioning

confidence: 99%

Grounded Theory Approaches Used in Educational Research Journals

Stough

Lee

2021

International Journal of Qualitative Methods

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Grounded theory has become one of the most commonly used qualitative research approaches. Since its first introduction, grounded theory methodology has taken on different iterations and evolved a number of variants. This review examined highly-ranked educational journals to determine grounded theory methodologies used most frequently by educational researchers. A total of 210 studies from 15 education journals were analyzed across 18 years of publication. A coding scheme was developed and used to categorize studies by type of methodological approach and inclusion of common grounded theory elements. Increasing variability in the types of grounded theory approaches was found in educational research over the last two decades. While educational researchers appear to prefer Straussian approaches to the design and analysis of grounded theory studies, Charmaz’s constructivist approach has increased in popularity over the last decade. In addition, most educational researchers used grounded theory as a data analysis technique rather than as a complete methodological approach. Only a small proportion of the 210 studies (29.5%) delineated a “grounded theory.” Finally, despite their publication in highly-ranked educational journals, methodological inconsistencies and descriptive cloudiness were evidenced across many of these grounded theory studies.

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“…Two findings are pertinent. First, despite observations that qualitative research had only recently begun to form part of the research curriculum in the United States and Canada (Harper et al, 2008;Mitchell, Friesen, Friesen, & Rose, 2007;Poulin, 2007), but had been growing in prevalence (Levitt, Kannan, & Ippolito, 2013;Onwuegbuzie et al, 2012), 79 of the 113 articles were by academics based at universities in those countries. Second, of the 113 articles in the corpus, only 39 (35%) were based on empirical research: The remainder described the content and process of a qualitative research methods course and the writer's opinion about what works and what does not.…”

Section: Assessment Of Studiesmentioning

confidence: 99%

“…Thus, students have to make a paradigm shift, as qualitative methods require a different understanding of the purpose of research. Although Konecki (2009) considered that "[t]he methods and knowledge about teaching of qualitative research [are] developing very rapidly now" (p. 64), some authors maintained that there was as yet insufficient theoretical guidance for teaching qualitative research methods (Goussinsky et al, 2011;Onwuegbuzie et al, 2012). Authors from certain disciplines, such as psychology (Forrester & Koutsopoulou, 2008) and social work (Drisko, 2008), also noted the lack of consensus on the structure and content of the curriculum of qualitative methods courses.…”

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confidence: 99%

A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

2019

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This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.

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An Exemplar for Teaching and Learning Qualitative Research

Cited by 17 publications

References 21 publications

‘My Sport Won’t Pay the Bills Forever’: High-Performance Athletes’ Need for Financial Literacy and Self-Management

‘My Sport Won’t Pay the Bills Forever’: High-Performance Athletes’ Need for Financial Literacy and Self-Management

Grounded Theory Approaches Used in Educational Research Journals

A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods

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