Teaching and learning qualitative methods through the dissertation advising relationship: Perspectives from a professor and a graduate

Abstract

Mastery of qualitative research and its methods can be a challenge for doctoral students who often have had more academic course exposure and practical experience with quantitative research. Qualitative courses frequently provide a theoretical preliminary understanding, but it is the rich “on-the-ground” experience of doing research that synthesizes the learning, allowing a student to fully appreciate qualitative research as their own. This article presents the experience of a doctoral advisor and a student in the process of coaching a qualitative dissertation. Individual reflexivity, dialogic meaning making, and meeting notes from the dissertation process comprise the data sources for this inquiry. The instructor’s teaching approach is discussed as well as the student’s knowledge, values, and skills employed during the learning process. Additionally, two ethical dilemmas encountered by the student are examined, as well as use of a newly minted special education PhD as a qualitative research consultant. Technological tools such as Skype and Dropbox were used to bridge the geographical distance between their locations. Both the advisor and student offer insight into the experience, highlighting what worked well for them, lessons learned, and recommendations for future student/instructor dyads. The student finished his dissertation in four semesters, and won an “Outstanding Dissertation” Award, and is now cowriting subsequent journal articles with his dissertation chair. Thus, it is concluded that teaching qualitative research during the dissertation process creates a bridge between graduate course work and the practical application of qualitative methodology, in order to transition doctoral students to early career PhD-level researchers.