Assessment 2 Instructions: Research Theory for Qualitative Studies

Write a paper that reflects research theory that supports the research topic you developed in Assessment 1.

Introduction

Theory is used to support the rationale and research purpose for a proposed research study and identify how a proposed research study will contribute to the qualitative research knowledge base or fill a gap in existing research. In this assessment, you will apply research theory to support the research topic you developed in Assessment 1. You will identify theories that support the rationale and purpose for a proposed qualitative research study. You will need to determine which theories support which of the methodological approaches that may be applied in the proposed qualitative research for the research topic. The assessments in this course will prepare you for writing about these essential aspects of qualitative research that are included in qualitative research proposals.

This is the second of the four assessments that will help you prepare for writing qualitative research proposals. For this assessment, you will write a paper about research theory that supports the research topic you developed in the first assessment.

In this assessment, you will use research theory to demonstrate how the proposed study:

• Provides intended outcomes that could have practical implications that could be used by the stakeholders of the research.
• Contributes to the qualitative research knowledge base.
• Addresses something that is not known, something that is new or different from prior research, extends prior research, or fills a gap in the existing literature.
  • An analysis of any theoretical implications that the proposed study may have for understanding phenomena.
  • A description of the practical implications that may result from the research.

Instructions

Write a paper that reflects the research theory that supports the research topic and qualitative research for a proposed study. Use the Assessment 2 Template [DOCX] to structure your paper. In your paper:

• Describe the key elements of a theory for qualitative research (one paragraph).
• Explain how the theory supports the proposed study and/or understanding of the research topic (1–2 paragraphs).
• Describe how the practical implications resulting from the research could be used by stakeholders of the research (1–2 paragraphs).
• Support your assessment with appropriate academic sources and include both citations and references in current APA format. Use 5–7 scholarly resources published with the past three years by recognized academic sources.
  • Several resources are available to assist with defining a literature search strategy, including Capella University Library’s Program Library Research Guides, Researching Theory in the Capella Library, Database Guide: Sage Research Methods, and Library Help services.

Additional Requirements

Your assessment should also meet the following requirements:

• Written communication: Written communication is free of errors that detract from the overall message.
• Length of paper: Meets the structure provided in the assessment instructions.
• Resources: 5–7 scholarly resources. Include a reference page at the end of the paper.
• APA guidelines: Double-spaced paragraph formatting in the body of the paper. When appropriate, use APA-formatted headings. Resources and citations are formatted according to current APA style and format. See the Evidence and APA section of the Writing Center for more information on APA style and format.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of qualitative research methods.
  • Present key elements of a theory for qualitative research.
• Competency 3: Assess the scientific merit of research.
  • Evaluate the specific, practical implications that may result from a research study that can be used by any of the following stakeholders: the population being studied, professionals for whom this topic pertains, and/or the wider community itself.
  • State how the proposed study would contribute to the qualitative research knowledge base.
• Competency 4: Describe methods for data collection and analysis.
  • Develop a rationale on how theory supports the proposed research.
• Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
  • Convey purpose in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

  Resources: Methodological Approach and Data Collection

• There are a number of ways to collect data from qualitative study participants. The various types of qualitative data are designed to understand the human experience. It is essential to not lead the participant, and for researcher bias to not interfere with data collected when using open-ended interviews, open-ended questions, and open-ended questionnaires.
  

  Types of Data

  Following is a list of a variety of data types:

  • Field work.
  • Participant observation.
  • Direct observation.
  • Naturalistic observation.
  • Purposeful sampling.
  • Interviewing.
  • Open-ended questions.
  • Guiding questions.
  • Open-ended questionnaire.
  • Focus groups.
  • Journaling.
  • Literature, poetry, and biography.
  • Personal documents.
  • Historical documents.
  • Photos, video, and film.

  Following are helpful resources:

  • Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 3, “Variety in Qualitative Inquiry Frameworks: Paradigmatic, Philosophical, and Theoretical Orientations,” pages 85–120.
  • Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link.
    • Chapter 5, “Five Different Qualitative Studies,” pages 111–126.
      • Focus on the following subsections:
        • “A Phenomenological Study.”
        • “A Grounded Theory Study.”
        • “An Ethnographic Study.”
        • “A Case Study.”
    • Chapter 4, “Five Qualitative Approaches to Inquiry,” pages 65–110.
      • Focus on the following subsections:
        • “Phenomenological Research.”
        • “Grounded Theory Research.”
        • “Ethnographic Research.”
        • “Case Study Research.”
    • Chapter 7, “Data Collection,” pages 147–180.
      • Focus on data collection techniques.
  • Percy, W. H., Kostere, K., & Kostere, S. (2015). Generic qualitative research in psychology. The Qualitative Report, 20(2), 76–85.
  • Doctoral Resources and Support: PhD.
    • Information about identifying methodological approaches that align with research questions and research topics for research studies in Capella University doctoral programs can be found on this page on Campus.

  Education Programs

  • Programs of Research: Theoretical and Topic Area Guidelines for PhD Dissertation Research [PDF].
  • Differences Between Phenomenological Research and a Basic Qualitative Research Design [PDF].

Resources: Interpreting Qualitative Research to Inform Research and Scholarship

Interpreting qualitative research is essential to be able to inform planned qualitative research studies, and contribute to the qualitative research knowledge base. Evaluate the following essential aspects of qualitative research when interpreting the research.

• Is the research topic appropriate for a qualitative research study?
• Is the rationale and purpose for the research topic clearly and concisely stated?
• Does the research question match the methodological approach used to conduct the qualitative research?
• What theories are referenced support the rationale and purpose for the research?
• Is the data collection and data analysis appropriate for qualitative research and aligned with the methodological approach?
• What are the practical implications resulting from the research that can be used by stakeholders of the research?
• Were there gaps or opportunities that could be addressed though future qualitative research?

Following are helpful resources:

• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage. Available in the courseroom via the VitalSource Bookshelf link.
  • Chapter 3, “Designing a Qualitative Study,” pages 41–64.
    • Focus on the subsection “The Design Structures of a Plan or Proposal.”
  • Chapter 6, “Introducing and Focusing the Study,” pages 127–146.
    • Focus on the following subsections:
      • “Introducing and Focusing the Study.”
      • “The Research Problem Statement.”
• Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Creating the blueprint for your “house.” Administrative Issues Journal: Connecting Education, Practice, and Research, 4(2), 12–26.
• Qualitative Research Proposal.
• Doctoral Resources and Support: PhD.
  • Lists of qualitative research theories can be found within some of the doctoral research resources found on this page on Campus.
• Searching by Methodology library guide.
• Database Guide: Sage Research Methods.