Learning and Teaching Qualitative Data Analysis in a US University

Abstract

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