Going in thinking process, coming out transformed: Reflections and recommendations from a qualitative research course

• Main Authors: Donald Mitchell, Jr., Elizabeth T. Byron, Jeffrey B. Cross, O.J. Oleka, Stephanie N. Van Eps, Phyllis L. Clark, Natalie S. Sajko
• Format: Article
• Language: English
• Published: Elsevier 2020-01-01
• Series: Social Sciences and Humanities Open
• Subjects: Instructor; Qualitative research; Reflections; Students; Teaching
• Online Access: http://www.sciencedirect.com/science/article/pii/S2590291120300206

This article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the purpose of this article is threefold: 1) to provide an introductory skeleton for designing a qualitative research course that is structured for classmates to interview each other throughout the semester, what the authors call a student-as-researcher-and-participant design; 2) to provide student reflections from the course; and finally, 3) to offer recommendations for using a student-as-researcher-and-participant design for a qualitative research course.