2.3 The qualitative dissertation: still hazy after all these years  (Page 5/14)

The true motivation of some students is often obtuse, both to me and to themselves. The first question that I ask a doctoral student who comes to me for advice about dissertation studies is“what are you passionate about in your studies?”I believe that passionate inquiry can sustain the intense effort that goes into a rigorous qualitative study. However, a student’s passion can also detract from a strong study. I have served on dissertation committees in which the student neither moved away from nor fully embraced a stance of advocacy for their study. The former, taking an unacknowledged stance of advocacy, often leads to under analysis and/or over interpretation of data—to selectively choosing data to support one’s stance. This kind of unacknowledged advocacy typically indicates a lack of understanding of qualitative methods, a lack of knowledge about self as researcher, and a lack of rigor in data analysis. Conversely, formally acknowledging bias and stance in qualitative research and clearly delineating limitations of analyses and findings is a means for students to frame their passion in a way that can enhance the study, as long as it does not blind the student to possible interpretations of the data. Unintentionally straddling the“advocacy fence”dilutes the power of the study design and diminishes the importance of self as researcher (Berg&Smith, 1988). Indeed, understanding the self as the instrument of research is essential to maintaining rigor in the qualitative dissertation.

Assuming that the student identifies a guiding research question, probably not fully developed at this point, I then probe the student to think about what kinds of data can answer the question. I listen for language that indicates a disposition toward curiosity, inquiry, and description rather than toward advocacy. If the question is stated in more of a hypothesis mode, I challenge the student to think about possible data sources. In the typical backward fashion that I learned from my own chair and others that I have observed, I guide students to think about the proposed study—question first, method second. When it becomes clear that a survey or other quantitative data can most readily provide the answers, most students realize that quantitative methods are a better choice. Interestingly, some students begin to rethink their question, trying to force it to be more qualitative. I have found this response quite intriguing and very telling about the student’s level of understanding of and proclivity toward qualitative methods. Rarely, can a student reformulate their hypothesis into a guiding research question and convince me that his or her research question truly is framed in fix minds as a qualitative study. Mostly, this step reveals to both of us that another choice of both method and chair is advisable. Ultimately, the fit among the student, chair, topic and method must synergistically propel the dissertation study. Inherent tensions among these factors can lead to impasses and roadblocks in an already intense and stressful situation.