Qualitative Dissertation Methodology. Nathan Durdella

a set of doctoral student samples appears with conceptual discussions and applications of social science research principles and their application within dissertation contexts. Many of these student samples emerge from applied educational dissertations and relate to students’ dissertation work across applied and social science disciplines.

       Illustrating the iterative, recursive, and often reflective nature of dissertation writing, a before, during, and after look—including student samples—at sections and subsections of qualitative methodology chapters accompanies discussions of potential pitfalls and areas of improvement from early development to final draft.

       Near the end of each chapter in Part 2: “Developing a Methodology Chapter,” a template to draft dissertation methodology chapter sections and subsections appears as a tool for readers to use in their own proposals.

       At the end of the book, two chapters that treat special topics directly related to qualitative dissertation methodology: (a) human subjects with a human subjects toolkit: templates, samples, and a look at the most common request for revisions that IRBs submit to doctoral students and (b) analytical and interpretive processes and presentation of results. The work that characterizes what appears in these two chapters sometimes parallels methodology chapter development—so discussions related to these processes can inform students’ work within the methodology proper.

       Each chapter ends with a summary of key concepts and questions for application—extending discussions with each chapter to readers’ conceptual work and writing tasks.

       Near the end of chapters that focus on design and methods, a checklist for methodology chapter development.

       Each chapter ends with a bibliography for easy reference and referral to resources that support the discussions in the chapter.

      Videos Accompanying Qualitative Dissertation Methodology

      Recognizing the need to continue to apply concepts from this book to readers’ dissertation work and the importance of connecting to folks beyond current professional networks, videos accompanying this book offer readers additional resources and tools to complete the qualitative dissertation methodology conceptualizing and writing process.

      Visit the SAGE website at http://www.sagepub.com/qualitative-dissertation-methodology/book251768 to watch videos on formulating qualitative research questions and writing a qualitative research proposal.

      References

      Burkard, A. W., Knox, S., DeWalt, T., Fuller, S., Hill, C., & Schlosser, L. Z. (2014). Dissertation experiences of doctoral graduates from professional psychology programs. Counselling Psychology Quarterly, 27(1), 19–54. doi:10.1080/09515070.2013.821596

      Snyder, T. D., & Dillow, S. A. (2015). Digest of Education Statistics 2013 (NCES 2015–011). Retrieved from National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC: https://nces.ed.gov/pubs2015/2015011.pdf

      Wu, C. H. V., & Beaunae, C. (2014). Personal reflections on cautions and considerations for navigating the path of grounded theory doctoral theses and dissertations: A long walk through a dark forest. International Journal of Social Research Methodology, 17(3), 249–265. doi:10.1080/13645579.2012.729392

      Acknowledgments

      I owe my success to my partner in life and work, Dr. Caroline Durdella, who has supported me from our early days in the doctoral program at the University of California, Los Angeles (UCLA) to my current work with this book. Caroline’s insight, intellect, intuition, creativity, compassion, and overall beauty meaningfully shape my work. Early in and throughout life, my parents, Diane and Allan Durdella, have stood as steadfast supporters of my scholarly work—I am indebted to them. Dr. Arthur M. Cohen, who served as my own dissertation chair and mentor, influenced many of my experiences as a doctoral student designing and executing a qualitative dissertation—and he also shared invaluable insight and guidance in the development of this book. I appreciate his wisdom, vision, and care in my dissertation work then and my research and writing work now. Drs. Phillip J. Rusche, Michael E. Spagna, William De La Torre, and Miguel Ceja—colleagues at California State University, Northridge (CSUN)—have constructively influenced my professional roles as a dissertation advisor, researcher, and writer. In turn, my dissertation advisees at CSUN—Drs. Anna Badalyan, Van Bailey, Genevieve Bertone, Stephanie Bluestein, Hawa Ghaus-Kelley, Todd Hampton, Raquel Michel, Adrienne Peralta, Donna Randolph, and Dorothy Sherman Smith—have generously offered their support to this book. In addition, students in CSUN’s doctoral program with whom I have worked in the classroom—Drs. Jack L. Bagwell, Porsha Boyd, Amy Fara Edwards, William David Harris, Shannon Johnson, Brianna Nix, Paul Payne, and Deanecia Wright—have also kindly allowed me to use their work in this book. Finally, Kat Sohn graciously responded to my request for human subjects and IRB material—I am appreciative.

      I am indebted to the staff at SAGE Publications for the success of my work on this book. Leah Fargotstein expertly and thoughtfully guided my work on the book. Leah’s patient, gentle, and insightful approach facilitated the process of peer review and revision and exchange of ideas over details in the book. Helen Salmon offered support to my work from the very beginning, having coordinated the initial review of my proposal. Kassie Graves responded to my proposal review with care, concern, and diligence—and she skillfully advocated for my proposed ideas as a new author. Finally, Yvonne McDuffee worked closely with this book project to ensure my highest quality writing emerged.

      SAGE Publications gratefully acknowledges the following reviewers for their kind assistance:

       Diane Barone, University of Nevada

       Dean Blevins, University of Louisiana at Monroe

       Lisa Borrero, University of Indianapolis

       Angela Humphrey Brown, Piedmont College

       Theodore Brown, Sr., Oakwood University

       Carol S. Cash, Virginia Tech University

       Walter Charley, Eisner Institute for Professional Studies

       Sebnem Cilesiz, University of Louisiana at Lafayette

       Robyn Cooper

       Jacqueline S. Craven, Delta State University

       Dale Crowe, University of Phoenix

       Debbie J. Ferguson

       Sally M. Hage, Springfield College

       James A. Johnson, Central Michigan University

       Eunyoung Kim, Seton Hall University

       Joseph W. McNabb, Northeastern University

       Barrett Mincey, Walden University

       David H.K. Nguyen, University of North Dakota

       George W. Semich, Robert Morris University

       Shailesh Shukla, University of Winnipeg

       Rachel R. Singer, The Chicago School of Professional Psychology

       Lucinda S. Spaulding, Liberty University

       Cheryl A. Torrez, The University of New Mexico

       Ellen E. Treadway, Arkansas Tech University

       Cynthia L. Vigliotti

Part 1 Preparing for Methodological Work

      Chapter 1 Working as a Qualitative Methodologist in Dissertation Contexts

      Chapter Objectives

       Confirm