Teaching multi-methodology research courses to doctoral students
Mette Baran
Doctoral Program, Cardinal Stritch University, Milwaukee WI, United States of America
PP: 019 - 027
Abstract
This paper presents the approach of a 3-year Doctorate in Leadership program in the United States in teaching mixed methodology research to professionals with present or emerging leadership responsibilities to insure these emerging scholars become proficient in both quantitative and qualitative methodologies. Students are encouraged to use appropriate methods from both paradigms to answer their research questions and most find that a mixed methodology provides them with a better approach than reliance on a single method.
Keeping in mind the underlying characteristics of adult learners, the program follows a cohort model structured as a learning community. The core idea behind a learning community is collaborative learning. Faculty recognize the diversity of knowledge students already possess as educators and professionals, and students are encouraged to share their experiences in class and in study teams assisting each other and exploring ideas together. Students enrol in a total of six continuous research seminars (one each semester) each building on previous knowledge and adding more depth and understanding of the material.
The paper includes assignments from the research seminars (two from year one and two from year three of the program). The assignments demonstrate how students gain knowledge of both quantitative and qualitative paradigms ensuring that they become effective in incorporating mixed methodology in their research. In addition, students continuously share their ongoing research as well as their assignments in class allowing for feedback from fellow students from both qualitative and quantitative camps. As a result, the majority of students (70%) use mixed methodology in their dissertation work.
Keywords
teaching mixed methods; leadership doctorate methods; doctoral students; research methods proficiency; quantitative and qualitative methodology; collaborative learning; multiple methods education
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