Teaching multi-methodology research courses to doctoral students
Mette Baran
Doctoral Program, Cardinal Stritch University, Milwaukee WI, United States of America
Abstract
This paper presents the approach of a three 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 enroll 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.
Article Text
The focus of doctoral programs is to prepare students to make significant contributions to organizations and communities by engaging in high quality research to advance scholarship. Students are expected to develop strong stewardship in their discipline and to contribute to future research. Traditionally, in the United States, doctoral students in any discipline work closely with a member of the faculty as their dissertation advisor to learn how to conduct original independent research and to become independent scholars.
A fundamental core of any doctoral program is courses in advanced research methods focusing on quantitative and qualitative methods including data analysis and statistics. Although scholars are increasingly becoming more accepting to utilizing mixed methodology in their research approach, institutions have varied requirements in terms of delivery method and whether or not students are required to be trained in both methods, much less mixed methodology.
This paper will describe one institution's effort to train its doctoral students to become scholars of both research methods, including mixed methodology. While there are both practical and pedagogical challenges involved in effectively designing research methods courses focusing on both quantitative and qualitative methods and training students to become strong researchers in both disciplines, the faculty strongly believes that such an approach generates well-rounded researchers trained to approach a research problem from different viewpoints.
The Doctorate in Leadership program is designed for professionals with present or emerging leadership responsibilities. The program aspires to prepare future practitioners and researchers to develop knowledge, skills, and attitudes for effective leadership. Each doctoral student may choose between two degree tracks: Doctor of Education degree (EdD) or Doctor of Philosophy degree (PhD).
The EdD requires students to complete 18 subjects, which include three summer institutes, practica, and a dissertation. The learning outcomes of the program integrate four curriculum strands of leadership, learning, service, and research. The PhD involves the same courses as the EdD, plus an additional eight courses in the areas of theory and research. To accommodate working professionals classes are held over eight weekends each year.
The research strand includes both quantitative and qualitative methods and a dissertation of original research and scholarship that emphasizes discovery, integration, application, and leadership. The research component is taught throughout six research seminars, one each semester of enrollment.
Both programs require the same rigid adherence to standards of research methodology. The general distinction between the two degrees is that the EdD is more application-oriented and the PhD is more research-oriented. Students follow the cohort model. There are generally five to six cohorts enrolled at any time totaling approximately 100 students.
Review of the literature
Quantitative, qualitative, and mixed methodology
... continues ...
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