As you recall from earlier weeks, various philosophical orientations hold unique epistemological and ontological assumptions. These assumptions return to the forefront of attention when considering how to evaluate the rigor or quality of various qualitative research designs.

Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not the main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.

References

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.

With these thoughts in mind:

Write an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Readings

• Journal Article: Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6
• Course Text: Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
  • Chapter 7, “Quality Considerations”
• Handout: Trustworthiness (PDF)
• Website: Walden University: Center for Research Quality. (2015b). Research ethics & compliance: Application & general materials. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/orec/application

  Download the “Research Ethics Planning Worksheet” document.

• Website: Walden University: Center for Research Quality. (2015c). Research resources: Research planning & writing. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/resources/planning

  Download the “Litmus Test” document.

• Website: Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633
• Website: Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved fromhttp://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies

Media

• Endicott, L. (n.d.). IRB ethics review at Walden [Online tutorial]. Retrieved December 30, 2015, fromhttps://crq.adobeconnect.com/irb/
• Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved fromhttps://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false&fcsContent=true&pbMode=normal

As you recall from earlier weeks, various philosophical orientations hold unique epistemological and ontological assumptions. These assumptions return to the forefront of attention when considering how to evaluate the rigor or quality of various qualitative research designs.

Typically, when speaking of validity, qualitative researchers are referring to research that is credible and trustworthy, i.e., the extent to which one can have confidence in the study’s findings (Lincoln & Guba, 1985). Generalizability, a marker of reliability, is typically not the main purpose of qualitative research because the researcher rarely selects a random sample with a goal to generalize to a population or to other settings and groups. Rather, a qualitative researcher’s goal is often to understand a unique event or a purposively selected group of individuals. Therefore, when speaking of reliability, qualitative researchers are typically referring to research that is consistent or dependable (Lincoln & Guba, 1985), i.e., the extent to which the findings of the study are consistent with the data that was collected.

References

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

For this Discussion, you will explain criteria for evaluating the quality of qualitative research and consider the connection of such criteria to philosophical orientations. You will also consider the ethical implications of designing qualitative research.

With these thoughts in mind:

Write an explanation of two criteria for evaluating the quality of qualitative research designs. Next, explain how these criteria are tied to epistemological and ontological assumptions underlying philosophical orientations and the standards of your discipline. Then, identify a potential ethical issue in qualitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a qualitative approach.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Readings

• Journal Article: Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–606. Retrieved from http://nsuworks.nova.edu/tqr/vol8/iss4/6
• Course Text: Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
  • Chapter 7, “Quality Considerations”
• Handout: Trustworthiness (PDF)
• Website: Walden University: Center for Research Quality. (2015b). Research ethics & compliance: Application & general materials. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/orec/application

  Download the “Research Ethics Planning Worksheet” document.

• Website: Walden University: Center for Research Quality. (2015c). Research resources: Research planning & writing. Retrieved fromhttp://academicguides.waldenu.edu/researchcenter/resources/planning

  Download the “Litmus Test” document.

• Website: Walden University. (2015a). How do I find an article that reports on research that uses a specific methodology? Retrieved from http://academicanswers.waldenu.edu/faq/72633
• Website: Walden University: Writing Center. (2015). Common course assignments: Annotated bibliographies. Retrieved fromhttp://academicguides.waldenu.edu/writingcenter/assignments/annotatedbibliographies

Media

• Endicott, L. (n.d.). IRB ethics review at Walden [Online tutorial]. Retrieved December 30, 2015, fromhttps://crq.adobeconnect.com/irb/
• Price, S. (2015). Annotated bibliographies [Online webinar]. Retrieved fromhttps://waldencss.adobeconnect.com/p7d6uqxv8g3?launcher=false&fcsContent=true&pbMode=normal