Ph.D. in Qualitative Research and Evaluation …...qualitative research design and methods, such as...

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Ph.D. in Qualitative Research and Evaluation Methodologies Graduate Handbook

Department of Lifelong Education, Administration, and Policy

College of Education

Last updated October 29, 2018 Students admitted 2019 and later

University of Georgia, Athens, Georgia

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Table of Contents

Welcome ........................................................................................................................................................................ 3

Program Overview ......................................................................................................................................................... 4

Program Mission ............................................................................................................................................................ 4

Programs Offered .......................................................................................................................................................... 4

Ph.D. in Qualitative Research and Evaluation Methodologies ...................................................................................... 5

Program of Study ........................................................................................................................................................... 5

Appointing an Advisory Committee ........................................................................................................................... 8

Milestones in the doctoral Program .......................................................................................................................... 9

Internship .................................................................................................................................................................... 13

Guide to Publishable Article Requirement .................................................................................................................. 16

Annual reviews ............................................................................................................................................................ 17

Satisfactory Progress ............................................................................................................................................... 19

APPENDIX A: QUALITATIVE COURSE OFFERINGS AND DESCRIPTIONS ................................................................... 20

APPENDIX B: Advisement Form ................................................................................................................................... 24

APPENDIX C: Internship — Information for Site Supervisors ...................................................................................... 26

APPENDIX D: Sample Internship Learning Agreement ................................................................................................ 27

APPENDIX E: Agreement for Internship Study ............................................................................................................. 28

APPENDIX F: Evaluation of the Intern by Site Supervisor ............................................................................................ 30

APPENDIX G: Evaluation of Internship by Intern ......................................................................................................... 31

APPENDIX H : Cover Sheet for Ph.D. Article Proposal ................................................................................................. 32

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WELCOME

Dear Graduate Student,

Welcome to the University of Georgia’s Qualitative Research Program, a part of the Department of Lifelong

Education, Administration, and Policy in the College of Education. Our program is known nationally for outstanding

scholarship, teaching and excellence in qualitative research methodologies.

Our program is designed to prepare researchers and research methodologists to study and develop methods for

conducting empirical and conceptual social science research in education and other social science fields. The Ph.D.

in Research and Evaluation Methodologies degree consists of focused coursework and individual supervised

research with faculty mentors.

As a graduate student, you have been assigned an academic advisor; however, you should assume responsibility

for your own progress. Please remain in contact with your advisor to inform her or him of your progress and

request advice and assistance as needed. We have an investment in you and we are interested in your education

and success.

We hope the relationships established in our program produce positive outcomes for both students and faculty

alike. We are excited to add your unique talents and perspective to our collective. Welcome to the program and

we look forward to working with you.

Sincerely,

Program Faculty

Kathleen deMarrais

Melissa Freeman

Jori Hall

Trena Paulus

Kathryn Roulston

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PROGRAM OVERVIEW

Graduate students in Qualitative Research and Evaluation Methodologies enter our program with a variety of

educational backgrounds and professional experience. We view this as an asset that contributes to the strength

and diversity of our program and our field. Our goals in the graduate program center on the knowledge and

capabilities that each student will have as they leave our program, not only what they bring with them as they

enter the program. While we have some common standards and expectations for all students, students may

individualize their programs of study in order to obtain the graduate education that best meets their interests and

career aspirations.

PROGRAM MISSION

The mission of the Qualitative Research Program is to foster scholarship in research design and prepare qualitative

research methodologists. Graduates from the program have the knowledge and skills to design, critique, and

implement high quality research and evaluation studies. Our program advances the field of interdisciplinary

qualitative research design and methods, such as ethnography, historical methods, ethnomethodological analysis

of texts and talk‐in‐interaction, narrative methods, hermeneutics, case study, poststructural approaches, arts‐

based inquiry, and participatory action research. We prepare exceptional teachers of theoretically grounded

research design for academic positions as well as researchers for other institutions and agencies. We provide

coursework and mentoring for students across the university who apply qualitative and multimethods research in

their fields. The program is a center of global outreach for scholarship and pedagogy in qualitative research and

evaluation design.

PROGRAMS OFFERED

The Qualitative Research program offers a Ph.D. degree in Qualitative Research and Evaluation Methodologies

(QREM) and an Interdisciplinary Qualitative Studies Certificate.

The Ph. D. in QREM is a doctoral degree representing the highest level of scholarship. It requires

extensive study in research methodologies and supporting theories. Students must pass a comprehensive

written and oral examination and successfully defend a dissertation that makes a significant contribution

to the understanding of research methodologies. Students who complete the degree requirements with

the inclusion of taking QUAL 9400 will also receive the Interdisciplinary Qualitative Studies Graduate

Certificate.

The Interdisciplinary Qualitative Studies Graduate Certificate is an educational program designed to

engage students in the study of qualitative research methodologies and theories.

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PH.D. IN QUALITATIVE RESEARCH AND EVALUATION METHODOLOGIES

Students come into the doctoral program with a variety of backgrounds and have diverse career interests that will

take them into professional and academic settings. Graduates of our Ph.D. program are expected to be proficient

in a variety of research methods and theories, to have developed a strong interdisciplinary perspective that adds

to their understanding of qualitative methods and program evaluation, and to be competent in methodological

inquiry and the design of research studies. A well‐prepared and well‐organized student can fulfill coursework

requirements in two years and receive the degree in three to four years (depending on the length of time required

to complete dissertation research).

There are five parts to the doctoral curriculum. As a student you will:

1. Take core coursework in qualitative approaches to research and evaluation and elective

coursework. You will work with your major professor and advisory committee to design a

coherent program of study that prepares you for your career goals.

2. Complete written comprehensive examinations and defend these orally.

3. Complete an independent research project culminating in a publishable paper.

4. Develop a prospectus for dissertation research that is orally defended.

5. Conduct an independent dissertation research project that demonstrates theoretical and

methodological sophistication and innovation that contributes to the study of research

methodology.

PROGRAM OF STUDY

The PhD. Degree is a 54‐credit hour degree program in which students engage in advanced study of qualitative

theories and methods, mixed methods, and approaches to evaluation.

Core Coursework 21 hours

Research Seminar 3 hours

Elective Coursework 18 hours

Internship 6 hours

Doctoral hours Minimum of 3 hours

Dissertation Minimum of 3 hours

TOTAL 54 hours

Courses should be selected through discussion with the student's major professor and program advisory

committee. A full listing of Qualitative Research and Evaluation Methodologies courses is available online at

http://bulletin.uga.edu and in the appendix.

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REQUIREMENTS FOR THE PH.D. DEGREE IN QUALITATIVE RESEARCH AND EVALUATION

METHODOLOGIES

Core (21 hours):

Course code Course Name Credit hours

QUAL 8405 Philosophy in Social Science Research Methods

3 hours

QUAL 8400 Qualitative Research Traditions

3 hours

QUAL 8595/ERSH 8595e Research Ethics in the Professional and Social Sciences

3 hours

QUAL 8410 Qualitative Research Design

3 hours

QUAL 8420 Analyzing Qualitative Data

3 hours

QUAL 8513 Evaluation Theory

3 hours

QUAL 8550 or QUAL 8750 Writing Up Qualitative Research or Qualitative Research Writing Workshop

3 hours

Research Seminar (3 hours)

Students will take a 1‐credit hour seminar over the course of several semesters. In this seminar, students and

faculty will discuss topics such as: common issues and problems in research theory and practice across traditions,

current debates in research methodologies, research pedagogies, methodological innovations across different

areas of emphases, problems faced by research methodologists in research design, and preparation for academic

and research careers.

Elective Coursework (18 hours)

With approval from their program advisory committee, students select elective coursework in research methods or

topical areas that will support their individual program of studies. Suggested research courses from which students

might choose are listed below.


ETAP/QUAL 8550 Writing Up Qualitative Research 3

ETAP/QUAL 8565 Theoretical Frameworks for Doctoral Studies in the Human Sciences

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ETAP/QUAL 8570 The Postmodern Turn: Theories and Methods 3

ETAP/QUAL 8580 Postmodern Qualitative Research 3

LLED/QUAL 8590 Arts‐Based Inquiry in Diverse Learning Communities

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LLED/QUAL 8055 Youth Participatory Action Research 3

QUAL 8150 Archival Research Methods in Special Collections 3

QUAL 8525 Narrative Analysis 3

QUAL 8510 Theories in Qualitative Design 1‐3

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QUAL 8520 Interviewing in Research 3

QUAL 8530 Case Study Research 3

QUAL 8535 Oral History Methods in Social Justice Movements 3

QUAL 8540 Fieldwork and Participant Observation 3

QUAL 8542 Autoethnography 3

QUAL 8545 Digital Technology and Qualitative Research 3

QUAL 8547 Working with Online Qualitative Data 3

QUAL 8555 Interpretive Research with Children 3

QUAL 8585 Hermeneutics in Research 3

QUAL 8587 Practicing Phenomenological Research 3

QUAL/ERSH 7800 Topics in Educational Research 1‐3

QUAL 8560 Ethnomethodological and Conversation Analytic Studies

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QUAL/ERSH 8700 Practicum in Educational Research 1‐3

QUAL/LLED 8750 Qualitative Research Writing Workshop 3

QUAL 9400 Teaching Qualitative Research 3

ETAP/ERSH/QUAL 7500 Action Research 3

QUAL/ERSH 9800 Issues in Qualitative and Quantitative Research 1‐3

ERSH/QUAL 9800 Issues in Quantitative and Qualitative Research 1‐3

Doctoral hours (Minimum of 3 semester hours)

The number of hours will vary and additional hours working on research with faculty members is both common

and encouraged. Students may sign up for doctoral hours to engage in independent research, or work on

comprehensive examinations.


QUAL 9000 Doctoral Research 3 hours

Dissertation‐Candidacy (3 hours)

Minimum of 3 semester hours in each semester where the student receives faculty support. Three hours must be

taken in the semester in which the student plans to graduate. Number of hours will vary.


QUAL/ERSH 9300 Doctoral Dissertation 3 hours

Faculty in the Qualitative Research program prefer to schedule all comprehensive, prospectus and dissertation

defenses in the Fall and Spring Semesters, as faculty may not be on campus over the summer period.

PROGRAM OF STUDY

Preliminary program of study

You should work with your advisor and/or major professor to draft a preliminary program of study by the end of

your first year in the doctoral program. This is shared and discussed with members of your advisory committee at

an initial advisory meeting. This program of study lists the intended coursework that will be used to meet all

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degree requirements and any others deemed appropriate by the advisory committee; it can be revised later if

necessary.

Final program of study

You must finalize your program of study with your major professor and advisory committee prior to taking your

comprehensive examinations. The program of study is submitted to the Graduate School prior to the scheduling of

the oral defense of comprehensive examinations using the Graduate School Program of Study form.

To make changes to the final program of study you must gain approval from your major professor, advisory

committee members, LEAP department Graduate Coordinator and the Graduate Dean. All courses on the program

of study must comply with Graduate School regulations.

All requirements for the degree, except the dissertation and final oral examination, must be completed within a

period of six years. This time requirement dates from the first registration for graduate courses on a student’s

program of study. A candidate for a doctoral degree who fails to complete all degree requirements within five

years after passing the comprehensive examination, and being admitted to candidacy, will be required to take the

comprehensive examinations again and be admitted to candidacy a second time. Excessive courses taken while at

UGA should not be listed; the program of study should only delineate those courses required for the degree.

APPOINTING AN ADVISORY COMMITTEE

You will be assigned to an advisor upon admission to your doctoral program, with the intent of matching you with

a faculty member who can best support your research interests. The relationship between you and your major

professor is important, and we cannot always determine the best match at the time of admission. If you would like

to change advisors prior to moving into doctoral research this should be openly discussed with your present

advisor and the intended advisor/major professor. While we attempt to support students’ requests, the

assignment of advisors also requires consideration of faculty workload and faculty interest in working with a

specific student. Students should speak with the Program Chair if they have questions and/or concerns about this.

Faculty Advisory Committee

You must establish a faculty advisory committee of at least three members prior to doing your comprehensive

examinations. The chair of this committee is your major professor and will lead you through your doctoral

research. It is a good idea to choose other members whose areas of expertise will complement and support your

research and career goals. The chair and at least two other members of this committee must have Graduate

Faculty status; if the committee has more than three members, the majority must have Graduate Faculty status. A

non‐affiliated person (someone who is not an acknowledged member of the UGA faculty) may be included as a

fourth member of the committee with prior approval from the Graduate School; this person must attend all

meetings but is not allowed to vote.

You are encouraged to make early acquaintance with faculty within the Program, in the larger Department of

Lifelong Education, Administration, and Policy and across campus so that you know faculty who will be willing to

serve on this committee. At least two members of the committee must be from the Qualitative Research Program.

The third member can be from our department or any other department on campus. Committee members will

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evaluate your program of study, offer advice to help you prepare for doctoral research, administer the

comprehensive examination, and evaluate your dissertation prospectus.

If a committee member leaves UGA before the final defense, that member becomes a non‐affiliated person and

cannot remain on the committee without Graduate School approval. A replacement must be found to maintain a

committee of at least three UGA Graduate faculty members. If the chair leaves UGA before the final defense and

no other faculty in the program will act as chair, the program coordinator will determine who will take that role for

the final defense.

All members of the committee must be present for the oral comprehensive examination, the prospectus defense,

and the final defense of the dissertation. If a member is unable to attend a necessary meeting, the meeting must

be rescheduled or the committee must be reconfigured to include people who are available at the scheduled

times.

Appropriate forms must be filed with the Graduate School to establish or change the advisory committee. All

necessary Graduate School forms are located on the Graduate School web site http://www.grad.uga.edu and the

Program Coordinator or LEAP Graduate Coordinator can answer questions about the doctoral committee.

MILESTONES IN THE DOCTORAL PROGRAM

1. Completion of internship (see p. 14 for further detail)

2. Initial advisory meeting and preparation for comprehensive examinations

At the initial program of study meeting, when you have appointed members of your committee, you will provide

each committee member with a curriculum vita, a personal 2‐3 page statement that provides a sense of career

intent and direction, and a copy of the preliminary program of study that includes course names, and a brief

introduction (3‐6 pages minimum) to the possible dissertation research project. This description of the research

project will vary depending upon where you are in your program of study (some students may have a topic but not

yet have developed a specific research design, while others may have a stronger research proposal at the time of

this meeting). Since the committee members often have relevant ideas to help shape and focus your research, it is

to your advantage to meet early with the faculty advisory committee.

You will, in conjunction with your major professor, meet with faculty members to determine the focus of your

comprehensive examination questions. You will work with members of your advisory committee to formulate

questions that contribute to the development of understanding of your research and methodological interests. We

envision the comprehensive examinations as contributing in substantive ways to the development of your

dissertation prospectus. Once each member of the faculty advisory committee has submitted questions for the

written examination, the major professor packages those questions into the final examination.

3. Written comprehensive examinations

Typically, these are comprised of essays written in response to the questions that students have formulated in

conjunction with members of their advisory committee. The written examination addresses several areas including

theoretical approaches to research, research methodology, cognate area, and in‐depth review of literature

pertaining to the research topic. Usually responses are no longer than 20‐25 double‐spaced pages per topic

including references. Examinations are taken after approximately two years of study.

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A common approach is to complete comprehensive examinations as take home examinations completed over a

semester, producing well‐developed, substantive and polished responses that synthesize the author’s

understanding and knowledge of relevant literature. It may be that the advisory committee will choose to conduct

written comprehensive examinations in a different format. You should give all members of the committee copies

of your answers to every question. Faculty members need at least three weeks to review the examinations. It is

important that the Graduate Coordinator be informed at least three weeks in advance of the oral examination so

that the Graduate School can be notified. If the Graduate School is not notified, the examination will not be valid.

Each essay in the examination is graded pass/fail, with consideration for the length of time and access to

references that the student had while writing the examination. A satisfactory answer must be well composed and

demonstrate the student's ability to conceptualize and critically reflect on issues in the field. Answers must be

grounded in relevant literature, developed with strong organizational structure and proper grammar, and give

proper citation to all references. You are advised to keep each answer directly focused on the question and to

provide enough detail and depth in response to demonstrate your competency with that topic. You must write

your own answers on the written examination with no assistance from others. Academic dishonesty during the

comprehensive examination will result in dismissal from the program.

After grading the individual essays, each committee member determines whether the student has passed the

overall written examination. Two of the three members of the committee must pass your written examination for

you to move forward to the oral examination. If you do not pass the written examination you may arrange for

another examination in a subsequent semester; if you do not pass this second examination, you will be dismissed

from the doctoral program. If you are dismissed from the program, you may petition by writing a letter of appeal

to the Graduate Coordinator.

4. Oral Examination

During the oral examination, your committee members will raise questions of clarification or expansion of answers

from the written examination as well as cover any relevant topic that the committee wishes to address. To pass

the oral examination, you must be conversant with the literature in their area of study and demonstrate fluency

and critical insight when discussing topics related to research methodology. Two of the three members of the

committee must assign a passing grade in order for you to pass the oral examination. If you do not pass the oral

examination you may arrange for another examination in a subsequent semester; if you fail this second

examination, you will be dismissed from the doctoral program. If you are dismissed from the program you may

appeal.

5. Submission of Manuscript for Publication

In order to be admitted to candidacy, you must submit a manuscript for review in a refereed research journal

related to Qualitative Research and Evaluation Methodologies. See Guide to Ph.D. Article Requirements (p. 17) for

more information regarding this requirement, and p. 33 for cover sheet.

6. Dissertation Prospectus

Before beginning doctoral research, you must present the proposed research project to the dissertation advisory

committee for approval. The prospectus should outline:

An in‐depth literature review of relevant literature

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A problem statement and justification of the importance of the research

A research purpose statement and research questions

A statement providing a comprehensive description of the research design and plan of action for data

collection and/or generation, data analysis and representation

A time line for the progression of the study

The prospectus should be well‐grounded in theoretical and methodological literature.

The above information corresponds to Chapter One through Chapter Three of a traditional dissertation. Since you

are proposing a research project at this point, knowing that the committee will suggest changes in the theoretical

premises or methodological design of the study, the prospectus might not be as thoroughly developed as these

three chapters eventually will become.

When the prospectus is ready for review, you will convene a meeting with the advisory committee. Each

committee member should be given a copy of the prospectus at least three weeks prior to this meeting. As with

the oral examination, all committee members must attend this meeting. During this meeting, you must articulate a

clear research goal and discuss details of research design. Although the proposal defense is a formal stage in the

doctoral program that requires signatures of approval, this meeting should be a productive forum through which

you revise and strengthen the design of the proposed study.

7. Admission to Candidacy

Once you pass the comprehensive examination, have completed your publishable paper requirement, and receive

approval for your dissertation prospectus, you will be “advanced to candidacy” with the only remaining

requirement being completion of the dissertation. You will at this stage be "ABD" (all but dissertation). After being

advanced to candidacy, you must enroll at UGA for a minimum two more semesters for at least 10 credits. At least

3 hours of this credit must be QUAL 9300. Because of the Graduate School’s continuous enrollment requirement,

most students exceed the minimum.

If your prospectus was defended early in a semester, that semester might count as one of these two semesters;

the OASIS lists these deadlines. These semesters do not need to be consecutive and you may drop out for a term

or more if not working directly with your major professor or otherwise progressing towards degree requirements.

However, please keep in mind the Graduate School dictates continuous enrollment and you must be registered in

at least 2 of the 3 semesters per academic year.

Courses on your program of study must be completed within six years immediately preceding advancement to

candidacy.

8. Dissertation

A dissertation is an independent research project through which you demonstrate independent critical thinking,

scholarly ability, and technical mastery of a field of study. Conclusions must be logical, literary form must conform

to the committee’s expectations, and the contribution of the research to knowledge should merit publication.

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If your doctoral research involves human subjects, you must apply and receive approval for research with human

subjects from the Institutional Review Board prior to collecting or generating any data. Information about

applications for research with human subjects is found at http://www.ovpr.uga.edu. Also, any collaborating agency

might require its own review before granting permission to collect data.

The general outline of a dissertation need not follow the traditional five‐chapter pattern (Introduction, Review of

Literature, Research Design and Methods, Findings, and Discussion). Students are encouraged to work with their

major professor to find the best structure. Since the dissertation is typically the first time a student has attempted

to write a long, coherent research publication, it is important to develop a comprehensive outline and effective

chapter structure.

Doctoral research takes considerable time to complete. Allow plenty of time at each stage for obtaining

preliminary approval, entering a research setting, and collecting and analyzing your data. You will participate in a

cycle of review and revisions with your major professor at each stage of the dissertation, therefore, allocate time

for this editing process. You may require one or two semesters to plan and execute the study and one to two more

semesters beyond data collection to analyze, write, and defend the dissertation (one year or longer from

prospectus to final defense).

The dissertation must be prepared in accordance with Graduate School guidelines, and must follow APA formatting

for details that are not determined by the Graduate School. Instructions on Electronic Filing Procedures are located

on the Graduate School web site http://www.grad.uga.edu. You have five years to complete and deposit the

dissertation with the Graduate School after you have been admitted to candidacy.

9. Final Defense

You must notify the LEAP department Graduate Coordinator of the time and date for the final defense at least

three weeks in advance of the meeting. (Please see the Academic Advisor for assistance with this task.) Specify the

time, date, and room number for the meeting, the complete dissertation title, and your name and identification

number. Notification is communicated to the Graduate School, which will publicly post notice of this meeting for

anyone who wishes to attend.

You will distribute a draft of the dissertation to the members of the advisory committee at least three weeks prior

to the final defense. This draft includes all chapters, tables, table of contents, appendices, and references included

in the dissertation. However, acknowledgments are typically added after the committee reviews the dissertation.

Even though changes may be required after the final defense, you should refine this draft as if it were the final

version.

For the final defense, you need to prepare a formal presentation lasting 15‐20 minutes that highlights the study,

giving most attention to the findings and conclusions. The dissertation committee directs the discussion to other

aspects of the dissertation through subsequent questions. To pass this defense, you must speak effectively about

the theoretical and methodological contributions, study design, findings, means of analysis and conclusions.

In spite of the work put into the dissertation, you should expect to have revisions that the committee will require.

These might be changes in analysis or in presentation of data, and will likely include editing comments throughout

the dissertation. The major professor compiles notes about required revisions during committee discussion at the

defense and does not provide the final signature until all revisions are satisfactorily addressed. As with the oral

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examination, all members of the doctoral advisory committee must be present during the final defense. You are

encouraged to spend sufficient time preparing an effective dissertation defense.

10. Depositing the Dissertation

Since the dissertation cannot be deposited until all revisions are completed, you are encouraged to schedule a final

defense early in the semester. If the dissertation is not deposited by the Graduate School deadline, you may be

required to enroll for a minimum of 3 credits in the subsequent semester. If you do not deposit the dissertation by

the end of the subsequent semester, a new final defense must be scheduled.

Deadlines are posted each term in the OASIS registration bulletin. Students are responsible for meeting these

deadlines and the Graduate School is strict about enforcing them. For example, if you defend a dissertation during

spring semester but do not deposit it before the deadline, you will not be allowed to join the spring graduation

ceremonies. It is your responsibility to plan in advance and you should not ask the committee to accept an

unpolished dissertation simply because the deadlines have approached before revisions are complete.

The Graduate School requires dissertations to be submitted in an electronic format. In addition, the Department

requires students to provide a bound copy of the dissertation to the Department library, and students traditionally

offer copies to members of their committee.

11. Graduation

In addition to the UGA graduation, students are reminded that the COE stages an informal graduation ceremony

(called convocation) at the end of each semester for students who are graduating with undergraduate or graduate

degrees.

INTERNSHIP

The internship is part of the Qualitative Research and Evaluation Methodologies program at the University of

Georgia. The purposes of the program are to provide you with career experience in a setting relevant to your

research and career aspirations, allow the development of skills appropriate to working independently, and to

provide new learning opportunities for you to move from theory to practice. The program requirements are

flexible and can be negotiated with your major professor.

You are usually responsible for developing your own internship with guidance from your major professor and site

supervisor.

There are three types of internships:

1. An internship in which you work a set number of hours in an organization under the direction of the site

supervisor and have day‐to‐day responsibilities within the organization (e.g., your work might entail

working research‐related tasks with a research or evaluation center). Tasks involved in this internship

must relate to qualitative research or evaluation.

2. An internship that is project‐centered. Here you might identify a problem for which a study might be

designed to provide insight. You would be expected to report to a client or client group on the findings

from your study, and the experience of designing and conducting the study will allow you to learn about

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methodological issues involved in research. For example, the project‐centered internship might involve

conducting evaluations, or developing a participatory action research project.

3. An internship might involve co‐developing and co‐teaching a course under the supervision of a faculty

advisor. Coursework must involve qualitative theory or research and evaluation methods.

Internship Requirements

Each internship must meet certain criteria to be approved by the program:

1. The internship must demonstrate that you engaged in new learning and not repeating prior knowledge or

activities.

2. You will prepare an individualized learning plan that includes specific learning objectives, activities and

resources, schedule of completion, and criteria for accomplishing the stated objectives.

3. You must register for QUAL 9700 prior to beginning the internship. QUAL 9700 is repeatable up to 12

credit hours. Each semester credit hour equates to 15 clock hours devoted to internship experiences.

Sometimes even the best‐planned internships are altered because of changes in the organization, the site

supervisor changes, or the student may encounter difficulties. In this case, the student should contact the

internship faculty advisor and arrange to alter the internship plan.

Internship Process

Each internship is a unique opportunity for students to plan, develop, and implement their own program of study.

Although each internship experience is different there are certain steps that should be followed in order to receive

credit for the program of study. You should begin this process the semester before you register for the

internship. Register in the semester you think you will complete the internship.

1. Meet with the faculty advisor to discuss possible ideas for an internship.

2. Research potential internship experiences and sites.

3. Contact the site supervisor and explain your internship objectives. Provide the site supervisor with

materials that explain the internship program and the responsibilities of each person involved (Appendix

C – “Information for Site Supervisors”, page 25).

4. Early in the process, meet with the faculty advisor and outline the plan for your internship program.

Develop the learning objectives and activities to be achieved during the internship (Appendix D –

“Learning Agreement”, page 26).

5. Prepare an internship agreement listing the name of the organization, the site supervisor(s), learning

objectives and potential outcomes. You, the faculty advisor, and the site supervisor should sign this form.

(Appendix E – “Agreement for Internship Study”, page 27).

6. Contact should be made between the faculty advisor and site supervisor at some time during or at

completion of the internship, whether by a scheduled meeting or telephone call.

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7. At the completion of the internship, provide the site supervisor with an evaluation form to complete and

return to the faculty advisor (Appendix F – “Evaluation of intern by site supervisor”, page 29).

8. At the conclusion of the internship you should provide the faculty advisor with a final report that includes

items negotiated between the student and the faculty advisor. These should include the internship

proposal, the learning objectives achieved, any learning objectives achieved that were not part of the

original plan, a reflective statement, and any products produced during the internship. You should also

complete an evaluation form at the conclusion of the internship (Appendix G – “Evaluation of internship

by intern”, page 30).

Internship Proposal

The internship proposal is the beginning of the process and is the most valuable because it outlines the plan of

what will be done. Discuss your ideas with the faculty and other students as a way to clarify your plans. The final

written proposal allows the faculty advisor the opportunity to review and approve the internship plan.

The internship proposal should include the name, address, phone number, and name of the potential site

supervisor. The estimated time span of the internship should also be included. Finally, the proposal should include

a brief description of the activities and products that will result from the internship.

Internship Learning Agreement

The learning agreement describes as specifically as possible exactly what will be done during the internship, what

learning should take place, and how it will be demonstrated that the learning has taken place. The learning

agreement should include the following:

Dates of the internship

Description of the activity: describe the proposed project activities and products that will result from the

internship.

Identify the goals and objectives of the internship. The goal is a general statement about the general area

of activity. The objectives are specific steps used to achieve each goal. Each goal may have several

objectives.

Describe the activity, which is designed to meet each objective.

Describe how it will be demonstrated that each objective has been achieved. (For example, products such

as curriculum development, reports, letters, or evaluations)

Describe any new learning that is expected during the internship.

Provide space for the signatures and dates for the intern, faculty advisor, and site supervisor.

Final Report

The final report generated from the internship might include but is not limited to the following items:

Internship Proposal

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Agreement for Internship Study

Internship Learning Agreement

Products and material from the internship

Evaluation of the Intern by the Site Supervisor

Evaluation of the Internship by the Intern

5‐page reflective paper discussing what happened, what was most successful, and if anything should have

been done differently.

GUIDE TO PUBLISHABLE ARTICLE REQUIREMENT

Rationale

Writing for publication is an essential activity of academic life. Consequently, before being admitted to doctoral

candidacy, you must demonstrate your scholarly abilities by preparing and submitting a manuscript for review by a

refereed journal.

About the Article

1. The topic must be related to the field of Qualitative Research and/or Evaluation Methodologies.

2. The substance of the manuscript must be scholarly in nature (e.g., empirical research, critical essay,

methodological article, literature review). Book reviews are not accepted for the publishable article.

3. The manuscript must be prepared under the supervision of a Qualitative Research and Evaluation

Methodologies faculty member during a student's graduate studies in the department.

4. The topic must be approved by a review panel of three Qualitative Research and Evaluation

Methodologies faculty members.

Process for Completing the Requirement

1. Meet with your major professor to develop a timeline and plan for fulfilling the article requirement. It is

possible to complete this requirement under the supervision of a faculty member other than the major

professor, but the major professor should be involved in that decision. Only Qualitative Research and

Evaluation Methodologies graduate faculty members may supervise manuscript preparation for this

requirement.

2. Working with the supervising faculty member, you will prepare a one‐page Ph.D. Article Proposal which

contains the following information:

Title

Author(s)

17

Two‐ paragraph summary of the manuscript

3. Journal to which manuscript will be submitted and the rationale for the selection of that journal

4. At that same meeting, you will select two members of the Qualitative Research and Evaluation

Methodologies faculty who, together with the supervising faculty member, will serve as a manuscript

review panel.

5. A Proposal Cover Sheet (see Appendix H – page 33) is attached to the one‐page proposal, which you will

send to the review panel for approval. Faculty desiring clarification of the topic will contact you as

necessary. All three members of the review panel must approve the proposal before you can move

forward.

6. After the topic is approved, the supervising faculty member will work with you in the preparation and

submission of the manuscript.

7. The manuscript is to be written primarily by you, and you must be listed as first or sole author on the

submitted manuscript.

8. After approval by the supervising faculty member, you will submit the manuscript to be published in the

refereed journal.

9. As a final step, two documents will be placed into your student file:

the signed proposal cover sheet approving the topic, and

a copy of the receipt of submission of the article from the editor.

ANNUAL REVIEWS

In April of each academic year, a 3‐member review committee from within the Qualitative Research and Evaluation

Methodologies faculty chaired by the Program Chair will review your progress. This is a developmental tool for you

to assess your progress and potential need for improvement.

Review Dossier

You will submit a dossier at the beginning of February annually. The primary components of the dossier are

Grades

CV

Self‐assessment of no more than one page outlining accomplishments and goals, and anything else you

would like the committee to know about your progress.

The dossier is to be submitted as a single PDF document to the Program Chair.

Procedure and Timetable

18

a. Failure to submit a full dossier on time for review will result in a warning letter from the Program Chair. Failure

to submit a complete dossier may be grounds for dismissal. You have a “grace period” of no more than two weeks

to deliver a review dossier.

b. Failure to comply with part (a) will result in a letter of non‐compliance (mailed to you and your advisor). A

repeated violation could result in dismissal from the program. In addition, you will not be cleared for registration

for the next semester.

c. Failure to submit for review two times will be grounds for dismissal from the program.

3. The Program Chair is responsible for appointing the review committee, and creating, uploading files, and

managing an ELC site for the review process.

4. Once dossiers are available on ELC, the Program Chair communicates with the review committee and solicits

review and input.

5. The review committee studies all available documentation and faculty input and makes one of the following two

recommendations:

Continue: Recommend continuance in the doctoral program.

Probation: Recommend conditional continuance in the doctoral program.

6. Review committee presents recommendations to the Qualitative Research and Evaluation Methodologies

Faculty for discussion and vote.

7. The Program Chair will notify you of the decision regarding your progress in a formal letter, with a copy going to

the advisor/major professor and one placed in your file.

8. Students who receive probation letters must communicate with their advisor within two weeks to develop a

plan of action to address the conditions of the probation. At the end of the next semester of active study,

appropriate documentation is to be submitted to the Program Chair for a subsequent review by the review

committee to determine if the conditions of probation have been met and adequate progress has been made to

meet standards to continue in the program.

9. If the Qualitative Research and Evaluation Methodologies Faculty determine that you have failed to satisfy

conditions of probation, you may be dismissed from the program.

10. Realizing that adult students have complex lives with a number of competing forces, any one of which is likely

to temporarily derail completion of requirements, you may apply to the Program Chair for a one‐semester delay of

a scheduled Doctoral Student Review. The appeal must be based on a personal or professional cause that is

beyond your control. Examples of acceptable reasons to delay the review are loss of job, major financial setback,

serious health problems, divorce, or death of an immediate family member.

Timetable for annual reviews

Spring Activity

January 15 Program Chair (PC) e‐mails announcement to doctoral students

19

February 1 Dossier due to Program Chair who uploads dossiers for faculty review and input

February 15 Review committee completes reviewing the files and faculty input and makes recommendations on each student’s dossier

March 1 Review committee presents recommendations to the Qualitative Research and Evaluation Methodologies Faculty for discussion and approval

March 15 Student notification by PC

SATISFACTORY PROGRESS

You are expected to maintain satisfactory progress towards your degree. Satisfactory, is defined by the following

benchmarks:

by the end of the first year you should have garnered support from at least one faculty member who

would be willing to become the major professor to supervise that student's doctoral work. Failure to

obtain faculty support in this manner can result in dismissal from the program;

by the end of the second year you should have identified a dissertation topic and faculty advisory

committee members, although there is variation among students with respect to how the dissertation

topic is refined and articulated at this point in their program;

by the end of the third year you should have successfully passed the comprehensive examination,

completed your publishable manuscript, and have received approval for the proposed dissertation

research.

If you fail to make steady progress according to the above expectations you may be dismissed from the program,

particularly if you have not obtained support and backing from a faculty member willing to supervise your

dissertation research. If you have been advanced to candidacy you will not be dismissed from the program unless

you fail to defend and deposit your dissertation by the Graduate School deadlines and/or fail to maintain

continuous enrollment.

APPEALS PROCESS

You may appeal a dismissal decision in the following order:

1) Ad hoc departmental appeals committee;

2) Dean of the College of Education;

3) Dean of the Graduate School.

Your appeal to the Dean of the Graduate School must take place within 30 days of the decision resulting from an

appeal to the Dean of the College. You may apply for admission to another graduate program; however, you may

not apply for admission to our departmental graduate program once you have been dismissed.

20

APPENDIX A: QUALITATIVE COURSE OFFERINGS AND DESCRIPTIONS

Course Name Course Description

ETAP/ERSH (QUAL) 7500 Action Research

Action research and participatory action research across diverse contexts. The course includes a consideration of history and definitions of action research and participatory action research, and an analysis of their purposes, processes, and theoretical foundations. Students will engage in practitioner‐based research strategies such as observations, interviewing, and document analysis.

LLED(QUAL) 8030 Critical Discourse Analysis and Linguistic Ethnography

Recent research and theories on the pedagogical role of discourse in first and second language classrooms.

ETAP (QUAL) 8040 Video Ethnography in Education

Introduces graduate students in education and related disciplines to video ethnographic research methods. Students will also carry out mini‐video ethnographies. The course mixes reading and discussion of papers based on video ethnographies and on film theory and ethnography with hands‐on experiences shooting and editing video and using video as a cue for interviews on issues of teaching and learning in and out of schools.

QUAL 8150/8150E Archival Research Methods in Special Collections

Examination of methodological approaches to archival research using Special Collections Libraries in Georgia and beyond. Students will explore the Special Collections at the University of Georgia and review how collections are developed and organized. Students will learn how to locate source material and develop research topics using archival materials.


Foundations of qualitative design: history, philosophy, nature, types, examples, and assessment. Reading and evaluating reports of qualitative research in education and identifying methodological issues.


This advanced seminar examines the history and philosophy of social science research methods, including historical and current debates about the ontology, epistemology, methodology, and aims of the social sciences.

QUAL 8410 Designing Qualitative Research

Disciplinary origins and cross‐disciplinary uses, variations, applications, and evaluations of methods of collecting qualitative data. Choice of methods in the overall construction of qualitative designs, practice in selecting and collecting qualitative data for educational research, and examination of naturalistic data in the educational literature.


Approaches to analysis in the design of qualitative research studies. Procedures are surveyed and compared from a range of social science and professional disciplines for use in studying educational problems and topics.

QUAL 8510 Theories in Qualitative Design

Theories in qualitative research design and conduct. Theories commonly used in qualitative approaches to educational problems and issues; sociocultural, psychosocial, critical, feminist, and postmodern theories.


Examination of five major types of evaluation theory: evaluation for policy making, accountability, learning, contextual understanding, and democratization. Exemplar studies and theorists are presented along with substantive and political issues related to each theory type. Assumptions about knowledge, values, social change, and the role of evaluation in society are examined.

QUAL 8515 Qualitative Program Evaluation

Examination of concepts and methods in the negotiation, design, implementation, and report of qualitative program evaluations. Integration of theory and practice through conducting an evaluation for a selected program. Among topics considered are responsive, naturalistic, critical, and culturally responsive evaluation, working with diverse stakeholders, and evaluation in a democracy.

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QUAL 8520 Interviewing Research

Conceptual framework for interviewing, approaches associated with various disciplines and schools of inquiry, forms and structures interviewing takes, the criteria developed to assess interviews, and interviewing practice across a variety of situations. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods.

QUAL 8525 Narrative Analysis

Examination of the contemporary place of narratives in qualitative research. Specifically, the history, prevalent methodologies, philosophical perspectives, and presentation techniques related to narratives will be examined.

QUAL 8530 Case Study Research

Case study as a research design. Topics are types of case studies, defining the case, site and sample selection, data collection methods, within‐case and cross‐case analysis, and writing case reports.

QUAL 8535 Oral History Methods

Examination of concepts and methods in oral history within the content areas of education, social justice, and civil rights. Students will study techniques in collecting, interpreting, and writing oral history. Students interested in oral history, narrative research, ethnography, life history, and interviewing will find this course of interest.

QUAL 8540 Fieldwork and Participant Observation

Qualitative approaches to observation in education: participant and nonparticipant observation and ethnographic, ethnological, and field study. Choices of such approaches in qualitative design, their development, application, and evaluation, are compared and selected versions are practiced.

QUAL 8542 Autoethnography

Students will study and engage in autoethnography as an approach to qualitative inquiry. Topics include the history and characteristics of autoethnography, narrative writing and representation, politics and ethics, evaluating quality, and contemporary examples of autoethnography.

QUAL 8545 Digital Technology and Qualitative Research

This course addresses the intersection of qualitative research and digital technology. Through directed discussion, readings, and class projects, participants will explore the relationships between current technologies and the theory and methods of research. Participants will use digital tools for data collection, data analysis, and data presentations in a class project.

QUAL 8547 Working with Online Qualitative Data

This course addresses the intersection of qualitative research and digital technology. Through directed discussion, readings, and class projects, participants will explore the relationships between current technologies and the theory and methods of research. Participants will use digital tools for data collection, data analysis, and data presentations in a class project.

ETAP (QUAL) 8550 Writing Up Qualitative Research

Theoretical, ethical, and practical issues involved in transforming qualitative data into a written research report. Students, both in dissertation and pre‐dissertation, will write representations of data they have already collected.

QUAL(ESSE) 8555 Interpretive Research with Children

Methodological and ethical issues involved in conducting interpretive research about and with children.

QUAL 8560 Ethnomethodological and Conversation Analytic Studies

Ethnomethodological (EM) and conversation analytic (CA) approaches to research. Other topics are philosophical assumptions; a review of literature in EM and CA in different disciplines; key scholars; scholarly debates; 'pure' and 'applied' CA; membership categorization analysis (MCA); and applications to naturally occurring data and interview data.

22

ETAP(QUAL) 8565 Theoretical Frameworks for Doctoral Studies in the Human Sciences

Readings in major theoretical frameworks used in doctoral studies and research, including critical, postmodernism, feminism, Marxism, positivism, and pragmatism.

ETAP(QUAL) 8570 The Postmodern Turn: Theories and Methods

Readings in postmodern theory, including Michel Foucault, Jacques Derrida, Jean Baudrillard, Jean‐Francois Lyotard, Judith Butler, Patti Lather, etc. Focus on language, truth, power, knowledge, reason, and the subject.

QUAL(ERSH) 8575 Mixed Methods Approaches to Research

An overview of mixed methods in evaluation and social science research, focusing on the origins of mixed methods approaches, paradigmatic issues, research designs, and data analysis. Emphasis on practice features critiques of samples of empirical work from various disciplines and domains of study.

ETAP(QUAL) 8580 Postmodern Qualitative Research

Qualitative research methodology using postmodern analyses, such as deconstruction, genealogy, archaeology, rhizoanalysis and power/knowledge readings.

QUAL 8585 Hermeneutics in Research

Examination of Heidegger's influence on anthropological and sociological research on human experience, poststructural approaches to studying identity, and inquiry as critical pedagogy.

QUAL 8587 Practicing Phenomenological Research

Students examine the philosophical foundations of phenomenology; explore common ways phenomenological research is used in the human sciences; interrogate how these approaches can be used to learn more about lived experience; and apply these understandings to the practice of phenomenological research.

LLED (QUAL) 8055 Youth Participatory Action Research

Community‐based learning to examine youth experiences in a changing urban landscape. Students will engage with theories of participatory and youth research methods in an applied setting.

LLED(QUAL) 8590 Arts‐Based Inquiry in Diverse Learning Communities

Examination of techniques of arts‐based scholarship to increase the value, validity, and impact of qualitative research for understanding culturally and linguistically diverse learning communities. Students will practice poetic, theatrical, and artistic data collection, analysis and representation. Students will develop focused expertise, fostering a rigorous critical community for arts‐based scholarship.

QUAL(ERSH) 8595 Research Ethics in the Professional and Social Sciences

Exploration of the ethical and moral dilemmas researchers have encountered in conducting research in the social, professional, and human sciences and the sources of ethical principles and practices they have used in addressing these dilemmas.

QUAL(LLED) 8750 Qualitative Research Writing Workshop

Provides intensive support for graduate students who are writing up qualitative research studies for professional journals, theses, and/or dissertations. Explores a variety of models of writing within qualitative research traditions across disciplines. Supports writers through individual writing conferences, structured writing time, and group feedback.

QUAL 8990 Qualitative Research Methodologies Seminar

Topics of relevance to scholarship and teaching in qualitative research methodologies in higher education. Contemporary issues in qualitative research for doctoral students.

QUAL 9005 Doctoral Graduate Student Seminar

Advanced supervised experience in an applied setting. This course may not be used to satisfy a student’s approved program of study.

QUAL 9300 Doctoral Dissertation

Dissertation writing under the direction of the major professor.

QUAL 9400 Advanced Seminar in Qualitative Research

This seminar provides a scholarly environment for doctoral students who are either approaching the completion of their course work or working on qualitative dissertations to discuss issues pertinent to their individual research agendas. Topics

23

include teaching qualitative research methods; writing proposals; writing for publication; conference presentations; and applying for positions.

24

APPENDIX B: ADVISEMENT FORM: PH.D. DEGREE IN QUALITATIVE RESEARCH AND

EVALUATION METHODOLOGIES

Qualitative Research and Evaluation Methodologies Core (21 semester hours)

Sem/Yr Grade Course # Course Name Notes



QUAL 8410 Designing Qualitative Research



QUAL

8595e/ERSH

8595e

Research Ethics in the

Professional and Social

Sciences

QUAL 8550 or QUAL 8750

Writing up Qualitative Research OR

Qualitative Research Writing Workshop

Research Seminar (3 semester hours)


25

Elective Coursework (18 semester hours)


Internship (6 semester hours)


Post Candidacy Hours (10 semester hours)


26

APPENDIX C: INTERNSHIP — INFORMATION FOR SITE SUPERVISORS

Information for Site Supervisors

The purpose of the internship is to provide the student with professional field experience that relates to the

academic preparation provided by the Qualitative Research and Evaluation Methodologies degree program. It is

recommended that the intern be allowed to participate in activities related to your organization and assume

specific responsibilities or projects that will benefit both the student and your organization.

INTERNSHIP AGREEMENT: After discussions with you and the faculty advisor, the intern will prepare a list of

agreed upon learning goals and objectives identifying what the intern will do, strategies as to how the intern will

complete each goal and objective, and provide documentation that demonstrates the attainment of each goal and

objective. This documentation will serve as the learning contract between all parties involved. If the contract must

be changed at any time during the internship, all parties must agree to any and all modifications.

RESPONSIBILITIES OF THE INTERN: It is the responsibility of the intern to see that all necessary paperwork is

completed and arrange meetings between the faculty advisor and the site supervisor. Additionally, the intern will

provide your organization with professional knowledge in an area that will benefit your organization. The intern is

expected to abide by all rules and regulations of your organization and behave in a professional manner.

RESPONSIBILITIES OF THE SITE SUPERVISOR: As the site supervisor, it becomes your responsibility to assist the

intern in fulfilling the learning agreement by providing appropriate and valuable learning experiences. This will

involve one or more preliminary discussions to define the internship program objectives and activities as well as

supervising the student during the internship. You will be asked to complete an evaluation form concerning the

intern's performance while working in your organization.

RESPONSIBILITIES OF THE FACULTY ADVISOR: The faculty advisor will be available to assist the site supervisor

and intern at any time during the internship. The faculty advisor will be responsible for assigning a grade at

completion of the internship based on the site supervisor's evaluation, the faculty advisor's observations during

the internship, and on any documents that resulted from the internship.

Thank you for giving our students the opportunity to have such a rewarding experience as part of their program of

graduate study. We hope you and your organization will receive many benefits from the internship program.

Qualitative Research Program


University of Georgia

27

APPENDIX D: SAMPLE INTERNSHIP LEARNING AGREEMENT

Sample Internship Learning Agreement

Description of Activity:

Goal(s) of the Internship/Purpose:

Learning Objective One:

Activity:

Learning Demonstrated or products resulting from the activity:

28

APPENDIX E: AGREEMENT FOR INTERNSHIP STUDY

The University of Georgia

Qualitative Research Program

River’s Crossing

850 College Station Road

Athens, Georgia 30602‐4811

(706) 542‐2214 or fax (706) 542‐4024

Agreement for Internship Study

Name: SSN

Address: ____________________________________________________

Street City State zip

Telephone: Home:___________________ Business: ____________

ORGANIZATION AGREEING TO ACCEPT AN INTERN AND PROVIDE

GUIDANCE AND SUPERVISON AS OUTLINED IN THE INTERNSHIP

CONTRACT:

Name of Organization:

Site Supervisor:

Address: Street City State zip

Telephone:

Dates of Internship:

Start End Internship Department or Specialization: ____________________________________

Intern Salary (if applicable): ___________________

The intern will receive _________________________________ hours of graduate credit

29

The intern, site supervisor, and faculty advisor have agreed on the specific learning goals,

objectives and activities. A copy of this agreement is attached.

Intern Date Site Supervisor

Date

Faculty Advisor Date

30

APPENDIX F: EVALUATION OF THE INTERN BY SITE SUPERVISOR

Evaluation of the Intern by Site Supervisor

Student Intern Name:

Internship Site:

Site Supervisor’s Name:

1. In your opinion, how well were the learning objectives achieved by the intern?

2. In what ways did the student intern contribute to your organization?

3. What particular strengths did the student intern demonstrate that might prove valuable in a future career?

4. Are there any areas in which the student intern might need strengthening?

5. Overall assessment of the intern’s performance (circle one)

Excellent Above Average Average Below Average Unacceptable

6. Overall assessment of the intern’s contribution to your organization (circle one)

Excellent Above Average Average Below Average Unacceptable

Please sign and return this form to the faculty advisor: The University of Georgia, Qualitative Research Program, River’s Crossing, 850 College Station Rd. Athens, GA. 30602. Site Supervisor Date

31

APPENDIX G: EVALUATION OF INTERNSHIP BY INTERN

Evaluation of Internship by Intern

Intern’s Name: Field Supervisor’s Name:

Internship Site:

Date of internship: From: To:

1. In your opinion, how well were the learning objectives achieved during the internship?

2. In what ways did you contribute to the organization in which you were an intern?

3. What learning experiences were the most significant to you?

4. Please list the strengths of your internship.

5. If you were to design this internship for another student, what would you do differently? Explain why.

Please sign and return this form to your faculty

advisor: The University of Georgia, Qualitative Research Program, River’s Crossing, 850 College Station Rd.,

Athens, GA 30602

Intern Signature: Date:

32

APPENDIX H : COVER SHEET FOR PH.D. ARTICLE PROPOSAL

Publication

The University of Georgia

College of Education


COVER SHEET FOR Ph.D. ARTICLE PROPOSAL

Date Student

Article Review Panel

Name ________________________________

Signature ____________________________________________ Date

Comments:

Name ________________________________

Signature ____________________________________________ Date

Comments:

Name ________________________________

Signature ____________________________________________ Date

Comments:

Notes:

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