Dissertation
III Mary
Lynn's Home Page(Adapted from *Cobb & Hagemaster,
1987)
©Copyright 1995, Mary Lynn Rice-Lively
1. Expertise
a. Does the researcher demonstrate an understanding of the
qualitative
paradigm and the particular qualitative method being used?
b. Are appropriate references cited?
2. Research Question(s)
a. Are the research questions clearly delineated with an appropriate
rationale
for using a qualitative approach?
b. Is there a single, broad research question? More?
c. Is the scope of the question(s) manageable within the time frame
and context
of the study?
3. Purpose
a. Is the purpose for the study one of discovery and description,
conceptualization (theory building), illustration, or
sensitization?
b. Is it clearly stated?
4. Literature Review
a. Does the particular qualitative method used call for a literature
review and
or conceptual framework prior to initiating fieldwork?
b. If so, is the review sufficiently comprehensive?
c. Are major concepts identified and defined?
d. Is an initial framework appropriate? Presented?
e. If a literature review is appropriate only after data collection,
does the
researcher outline a process for accomplishing this?
f. If bracketing assumptions are an important component of the
qualitative
method selected, is this process explained?
5. Context
a. Is the context for the study adequately described?
b. Is a plan for gaining entree to the setting given?
c. Is the research-respondent relationship understood?
d. Is the role of the research as "research tool" apparent?
6. Sample
a. Are the unique issues of sampling in a qualitative study
adequately
addressed?
b. Are the potential characteristics of the sample outlined?
7. Data Collection
a. Does the researcher demonstrate knowledge of general research
strategies,
such as participant-observation, interviewing, recording fieldnotes,
and
conducting ongoing analysis?
b. Are the strategies congruent with the purpose of the study, the
research
question, and the type of qualitative research selected?
8. Data Processing, Plans for Analysis
a. Does the researcher outline a plan for keeping data organized
and
retrievable?
b. Are the strategies congruent with the purpose of the study, the
research
questions, and the type of qualitative research selected?
c. Will additional methods such as surveys, event analysis, or
quantitative
measures be used?
d. If so, does the researcher demonstrate skills in their use?
e. Are problems of validity(confirmability), reliability
(trustworthiness), and
generalizability (transferability) addressed from a qualitative
perspective?
9. Human Participants
a. Does the researcher demonstrate an understanding of the
measures
necessary for the protection of human subjects in qualitative
research?
b. If a written contract is called for, is an example included in the
proposal?
10. Importance to Library and Information Science
a. Is the way in which the study is potentially relevant to Library
and
Information Science outlined?
b. Is the study important for theory-building?
c. Is the study important to practice?
*Cobb, Ann Kuckelman, & Hagemaster, Julia Nelson. (1987,
April). Ten criteria for evaluating qualitative research proposals.
Journal of Nursing Education, 26
(4), 138-143.