Course Syllabus
Contact Information
Course Details
This eight-week course introduces students to the field of qualitative research and its multiple epistemological approaches that inform the understanding of human behavior, interaction, and structure. Qualitative research is a rigorous process of data collection and analysis that requires a unique skill set. The course will equip students to explore activities relevant to the conduction of qualitative methodology through the five popular qualitative methodologies: phenomenology, case study, ethnography, narrative inquiry, and grounded theory. Special emphasis is placed on research that applies to the Inclusive Leadership approach in organizational contexts.
Course Format
Primarily, the course is online (assignments, videos, readings, discussions, etc.), but there are weekly synchronous meetings to be held via Zoom once a week. These discussions will be held Mondays 7-8 pm CST. These are not lecture-heavy and should be seen as informal sessions where students bring questions from the week’s readings, learning activities, and assignments and engage in collaborative discussions tied to the content of the week. Students should come prepared with questions and comments from readings to get the most out of these sessions. This is a cumulative class; therefore, it is important to stay on top of weekly content as the course will move quickly over eight weeks. Each week we will cover one module.
Course Materials
Assigned and suggested reading materials for each week will be available through the Canvas course.
Course Goals
The Inclusive Leadership Program Goal:
To develop inclusive leaders who espouse pro-diversity beliefs and behaviors; support an organizational culture of belongingness; recognize the unique value of the individual and the collective value of groups, and envision an interacting organizational system based on morality, impartiality, fairness, and respect.
Course Objectives
On completing the course, the students will be able to:
- Describe the use of qualitative inquiry as a rigorous research approach.
- Differentiate the major characteristics of the five classic qualitative methods: narrative research, phenomenology, ethnography, case study, and grounded theory.
- Critique plans for employing each method when applied to their own research.
- Apply a qualitative methodology to an inclusive leadership research problem.
Grades
Breakdown
This is a letter-graded course: A, B, C, D, or F. Students will be graded on:
| Activity | Points |
|---|---|
| Live Session participation (8 sessions x 10 points each) | 80 |
| Discussion Board Post and Responses (7 weeks x 20 points) | 140 |
| Research Proposal (150) | 150 |
| Total Points | 370 |
Scale
| Points | Letter Grade |
|---|---|
| 333 – 370 | A |
| 296 –323 | B |
| 259 – 295 | C |
| 222 –258 | D |
| 221 and below | F |
Course Components
Live Sessions
Primarily, the course is online, however, we will have one-hour synchronous meetings scheduled each Monday from 7-8 p.m. Central Time where we will discuss the week’s readings, learning activities, and assignments and engage in collaborative discussions tied to the content of the week. This is an excellent opportunity to communicate with others and ask questions. Due to the accelerated nature of the course, attendance is mandatory and is based on active participation. However, if an unforeseen issue arises, an alternative will be available on a case-by-case basis. Contact the instructor for an alternative if you need to miss a live class session. Links to join the discussions will be available in Canvas.
Below are general guidelines to facilitate a learning community for live sessions:
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- Come prepared and on time.
- Be respectful - be mindful of your tone, respect each other’s time and share talk time, check your opinions and emotions, and critique ideas, not people.
- Be an active learner and engaged in the conversation.
- Help others and ask for help when you need it.
Discussion Boards
This course is designed to be a collaborative learning community using Discussion Boards. The instructor will assign weekly questions on topics relevant to the assigned course topics. Active student participation in the class dialogue with timely postings in the forums is important to the pedagogy of this program. Students will be expected to contribute to the responses of at least two other classmates’ postings each week. Initial discussion postings should be approximately 200-500 words and contain original ideas and suggestions. Sources for posts should be cited in the discussion forum. Use full APA style citations for other sources outside of course required readings. Students should engage in a lively discussion with peers and faculty. Responses to other students’ posts should extend the conversation and not merely offer a comment of agreement or a descriptive statement. For instance, question assumptions underlying claims or offer additional questions for the group that will enhance learning.
Due Dates: All initial discussion posts are due by 11:55 PM Central Time on Thursdays. Discussion post responses are due by 11:55 PM Central Time on Sundays.
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- Rubrics and discussion board details are located in Canvas.
- Due to the accelerated nature of the course, and the dependence on the reflection and engagement in the discussion boards, late work for discussion boards is not accepted. However, if an unforeseen issue arises, please contact the faculty as soon as possible to discuss whether an accommodation is available.
Research Proposal
The research proposal is a major component of the course. This assignment asks the student to construct a paper highlighting different parts of a qualitative research proposal (using a suggested topic below or choosing your own) related to Inclusive Leadership. This is a developing paper, meaning that sections 1-6 will be constructed and submitted in Module 5 for feedback. Feedback will be provided by the faculty on sections 1-6 for the student to strengthen and develop the paper for the final submission. The final submission will comprise all of the required components as listed below. The purpose of this exercise is for the student to implement the learnings from other courses and advance those thoughts by choosing and applying ONE of the five qualitative methods reviewed during this course that you find most appropriate to help you answer the research question you are proposing. To demonstrate this, the student will provide a detailed description of how they propose to use this approach to investigate their Inclusive Leadership topic. The proposal should be written in a future tense since this is proposed research and should be a minimum of 10 pages. The main sections to include are listed below. This paper should adhere to all APA 7th edition guidelines. Additional information and rubrics will be posted in Canvas.
Some general topics that you may choose from include:
- Gendered perspectives of inclusive leadership
- Inclusive leadership for building inclusive cultures and work environments
- leader development for inclusive leaders
- Inclusive leadership for social justice outcomes
- Ethics of care framework for inclusive leadership
- Inclusive leadership in schools (or some other specific context of your choosing)
Include these main sections and any additional subsections:
1. A Title Page
2. An Abstract (no more than 250 words that provide a brief, comprehensive summary of the contents of the paper).
3. An Introduction that briefly summarizes the background information on the research topic to familiarize the reader about the subject matter of the study. This section can also include a narrative that demonstrates the salient issues of the topic from where the student launches into introducing the topic and transitions to the rationale for the study. Simply introduce your topic and orient the reader to your context. Make sure to not jump ahead with content that should be in your rationale or problem statement.
4. A Rationale section or Problem Statement gets much more specific and should be dense with cited literature and articulate what is known in the literature related to your topic. You are not expected to have a full literature review done, but you need substantial citations here (not your personal opinions), as a way to start conceptualizing how your work here is logically needed, and also fills in a gap in the literature. Some key questions to consider:
- What does the current literature say about your topic?
- Where is the gap in the literature?
- What is missing that we will better understand after your study is complete?
- How is your study going to fill a gap in the literature or contribute to the existing field?
- This is not an opinion piece, in this section cite everything and support assertions with citations from the literature in your field of study.
5. Research Purpose and Question
The purpose provides a realistic scope of research that includes site, sample selection, and other appropriate contextual information. This section should start with "The purpose of this research is..." and should immediately follow the rationale section. This language is an important signal to the reader. In doing so, your research purpose should be logically aligned with the gap in the research you just explained in your rationale.
- This section should be short. You can likely accomplish this in 1-2 sentences, or a short paragraph, at most.
- Please do NOT…
- include any more arguments for WHY the study is needed. This should already be done in the rationale (prior section).
- bring in new literature or topics/subtopics. By the time the reader is done with the rationale, they should have the core content citations and contexts needed to place the study.
Then, include 1-2 specific research questions. Know that these are NOT interview questions for research participants; these are questions that help build understanding and knowledge about the gap in the literature discussed in the rationale and also align with the research purpose.
6. Theory or frameworks simply allow the readers to orient themselves and understand your study’s foundation. Some key questions you may consider for this section:
- What theory helps you discuss the issues?
- Outline the basic assumptions and key concepts of the theory.
- Who are the key scholars?
- How is this relevant to your study?
Refer to the frameworks and models learned in the Leadership in Organizations course and/or the Theoretical Foundations of Human Relations as appropriate.
7. In the Method section you will introduce the methodology you plan to use for your study and cite affiliated scholars. Introduce the basics of the methodology and the core characteristics of that methodology (e.g., Case Study, Ethnography, Narrative, Grounded Theory, Phenomenology). Make sure to cite the particular scholars affiliated with these approaches, as different scholars forward different ways to approach the same methodological approaches and ask for different things in nuanced ways. For example, more than one author has written a book on a qualitative case study, so indicating which one tells the reader exactly which style you are using. Then, briefly introduce the specific methods you plan to use for data collection (e.g., Semi-structured Interviews, observations, focus groups, etc.). Cite scholars accordingly. Additionally, explain why these methodological choices connect to your theoretical/conceptual frameworks and areas of focus. It is important to know that you are not expected to be an expert on a particular methodology and/or data collection and analysis methods at this time. At this moment, you are only expected to provide an introductory level of understanding of these particulars.
8. A Summary that sums up what you have presented in the paper.
9. A Reference List
Due Dates:
- Items 1-6 are due by Sunday, 11:55 pm of Module 5 for feedback.
- The revised and final version of all components is due by Friday, 11:55 pm of Module 8.
- Rubrics and assignment details are located in Canvas.
- Due to the accelerated nature of the course, late work is not accepted. However, if an unforeseen issue arises, please contact the faculty as soon as possible to discuss whether an accommodation is available.
Course Policies
Communication
The instructor will make every effort to respond to emails within 24-48 hours of receipt, except on weekends. Discussion posts will be graded within 5 days of their due date and papers within approximately 7 days, depending on the depth and rigor of the assignment.
There are several modes of communication with the instructor – Canvas messages and email. The option of contacting the instructor directly for an appointment time is available and contact information is listed on the course syllabus. Please be courteous and respectful of the instructor’s time.
Announcements will periodically be made on the course homepage of Canvas. Additionally, university and advising information will be sent to students’ OU email. Students must check both their Canvas messaging system and their OU email account regularly.
Late Policy
Assignment due dates are listed above and specific instructions for each assignment are listed in Canvas. Due to the accelerated nature of the course, late work is not accepted. However, if an unforeseen issue arises, please contact the faculty as soon as possible to discuss accommodations.
University Academic Policies and Student Support
Course Catalog
Search the OU Course Catalog .
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries .
Academic Misconduct
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity .
This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Reasonable Accommodation for Disabilities
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities who require accommodations in this course should contact their professor as early in the semester as possible.
Students with disabilities must be registered with the Disability Resource Center before receiving accommodations in this course.
If you have a disability and you would like to make a request for reasonable accommodation, please see the Graduate Student Handbook or get in touch with the Accessibility and Disability Resource Center .
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office .
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at 405-325-2215 (8-5, M-F) or OU Advocates at 405-615-0013 (24/7) to learn more or to report an incident.
Religious Holidays
It is the policy of the University to excuse absences of students that result from religious observances and to provide for the rescheduling of examinations and additional required classwork that may fall on religious holidays without penalty. It is the responsibility of the student to make alternate arrangements with the instructor at least one week prior to the actual date of the religious holiday.
Copyright Policy
It is illegal to download, upload, reproduce, or distribute any copyrighted material, in any form and in any fashion, without permission from the copyright holder or his/her authorized agent. The University of Oklahoma expects all members of its community to comply fully with federal copyright laws. If such laws appear to have been violated by any user, the university reserves the right (1) to terminate that user’s access to some or all of the university’s computer systems and information resources and (2) to take additional disciplinary actions as deemed necessary or appropriate. Repeat offenders will be sanctioned and their privileges terminated.
Registration and Withdrawal
If you choose to withdraw from this course, you must complete the appropriate University form and turn the form in before the deadline. If you stop attending the course and doing the coursework without doing the required paperwork, your grade will be calculated with missed homework and examination grades entered as zero. This could result in receiving a grade of F in the course. Deadlines are shown in the Academic Calendar , which is available from the Office of the Registrar.
Student Grievances
In addition to any policies outlined related to submitting an informal or formal grievance by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook for more information about the process of submitting a formal grievance.
Course Calendar
| Date | Objectives and Assignments | Learning Resources |
|---|---|---|
|
Module 1 |
Topic: Introduction to Qualitative Research Objective: To broadly understand philosophical assumptions related to qualitative research Live Meeting Agenda 3/21: Introductions and discuss research ideas Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
Due Dates: Your initial post is due by Thursday, 3/24 by 11:55 pm CST. Your replies are due by Sunday, 3/27 at 11:55 pm CST. |
Read:
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Module 2 |
Topic: Parts of a Qualitative Study Objective: Understand the characteristics of qualitative research and begin to develop qualitative research purpose and questions. Live Meeting Agenda 3/28: Discuss characteristics of qualitative research and practice constructing research purpose and questions. Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
Due Dates: Your initial post is due by Thursday, 3/31 by 11:55 pm CST. Your replies are due by Sunday, 4/3 at 11:55 pm CST. |
Read:
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Module 3 |
Topic: Ethnography Objective: Understand the characteristics of ethnography and apply the defining features to your topic. Live Meeting Agenda 4/4: Discuss the characteristics of ethnography. Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
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Read:
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Module 4 |
Topic: Case Study & Narrative Inquiry Objective: Understand the characteristics of case study and narrative inquiry and apply the defining features to your topic. Live Meeting Agenda 4/11: Discuss the characteristics of a case study and narrative inquiry. Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
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Read:
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Module 5 |
Topic: Phenomenology Objective: Understand the characteristics of phenomenology and apply the defining features to your topic. Live Meeting Agenda 4/18: Discuss characteristics of phenomenology Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
Due Dates: Your initial post is due by Thursday, 4/21 at 11:55 pm CST. Your replies are due by Sunday, 4/24 at 11:55 pm CST.Due: Draft of items 1-6 of the Research Proposal |
Read:
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Module 6 |
Topic: Grounded Theory Objective: Understand the characteristics of grounded theory and apply the defining features to your topic. Live Meeting Agenda 4/25: Discuss characteristics of grounded theory Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompt What were the defining features of this methodology being used by the authors in the example article? Why did the author choose to use this methodology? What
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Read:
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Module 7 |
Topic: Qualitative Data Collection Methods and Rigor Objective: Understand issues related to rigor in qualitative research and data collection methods Live Meeting Agenda 5/2: Discuss characteristics rigor and data collection methods in qualitative research Discussion Board: After reading the required readings/materials and viewing any videos, respond to the following discussion board prompts:
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Read:
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Week 8 |
Topic: Final Reflections Discuss individual research proposals and learning gains. |
Due Friday: NOTE: This is a short week, research proposals are DUE FRIDAY 5/13 |
Course Summary:
| Date | Details | Due |
|---|---|---|