Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.

Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.

Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.

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Question description
Unit 3
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INTRODUCTION TO THE FIVE METHODOLOGIES
INTRODUCTION
There are five qualitative research methodologies generally considered acceptable at Capella University to guide a qualitative dissertation:
Ethnography.
Case study.
Phenomenology.
Grounded theory.
Generic qualitative inquiry.
TOGGLE DRAWERREAD FULL INTRODUCTION
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
Explore the five major qualitative research design methodologies.
Describe the key characteristics, purposes, strengths, and limitations of qualitative research designs.
Review the different approaches to qualitative inquiry.
LEARNING ACTIVITIESCollapse All
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[U03S1] UNIT 3 STUDY 1
STUDIES
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Qualitative Research Proposal
Transcript
READINGS
Use your Qualitative Research & Evaluation Methods text to read Chapter 3, “Variety of Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations,” pages 85–168. You started reading this chapter in Unit 2. Finish reading it in this unit.Use your Qualitative Inquiry and Research Design text to complete the following:
Read Chapter 1, “Introduction,” pages 7–14. Focus on the subsection “Selection of the Five Approaches.”
Read Chapter 4, “Five Qualitative Approaches to Inquiry,” pages 76–102. Focus on the following subsections:
“Phenomenological Research.”
“Grounded Theory Research.”
“Ethnographic Research.”
“Case Study Research.”
Use the Internet to read Tellis’s 1997 article, “Introduction to Case Study,” from The Qualitative Report, volume 3, issue 2.
MULTIMEDIA
Click Qualitative Research Proposal to launch the presentation. This presentation appears throughout the course to help guide you as you develop the various components of your course project. Boxcars will continue to be added to the train as you progress through the course. Each boxcar provides information regarding the development of individual components of a research.
PSY LEARNERS – ADDITIONAL REQUIRED READINGS
In addition to the other required unit readings, PSY learners are also required to read Percy, Kostere, and Kostere’s 2015 article, “Generic Qualitative Research in Psychology,” from The Qualitative Report, volume 20, issue 2, pages 76–85. This article summarizes the goals of the generic qualitative approach and how it differs from phenomenology. It provides details regarding generic qualitative design data collection and analysis.
Heuristics
Heuristics is a research model that places special emphasis on knowing through the self, by becoming one with the topic and experiencing it, as it exists in the world. Eric Craig (1978) defines heuristics in his work The Heart of the Teacher as: “A private discovery oriented approach to understanding how individuals experience themselves and their world” (p. 22). What has been said about phenomenology in general is applied to the heuristic approach as well, and now the researcher himself or herself becomes one of the participants. In most heuristics texts, the researcher and the participants are called co-researchers.There are two focusing or narrowing elements of heuristic inquiry within the larger framework of phenomenology. First, the researcher must have personal experience with and an intense interest in the phenomenon under study and be willing to be a participant (co-researcher in his or her own study). Second, the other participants (co-researchers) must share an intensity of experience with the phenomenon.PSY learners who are considering the use of heuristics as the research methodology should complete the following:
Read Douglass and Moustakas’s 1985 article, “Heuristic Inquiry: The Internal Search to Know,” from Journal of Humanistic Psychology, volume 25, issue 3, 39–55.
Read Moustakas’s 1990 e-book, Heuristic Research.
OPTIONAL PROGRAM-SPECIFIC CONTENT
Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. Check below to see if your program has any optional readings for you. You may choose to complete these readings.
PSL Learners
Use your Completing Your Qualitative Study text to complete the following:

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