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Teaching Qualitative Research for Human Services Students: A Three-Phase Model

Qualitative research is an inherent part of the human services profession, since it emphasizes the great and multifaceted complexity characterizing human experience and the sociocultural context in which humans act. In the department of human services at Emek Yezreel College, Israel, we have developed a three-phase model to ensure a relatively intense exposure to and practice in qualitative methodology. While in the first phase students are exposed to the qualitative thinking and writing, they are required in the second phase to take a Qualitative Research Methods course that includes practice. The third and final phase includes conducting a qualitative research seminar. The aim of the present article is to shed light on the dilemmas involved in implementing the three-phase model. Key Words: Qualitative Methods, Higher Education, and Human Services In 1625, King Gustav II Adolf of Sweden ordered the royal shipyard to build four warships that would press his imperialistic ambitions forward. The most flamboyant of these vessels, the Vasa, was one of the biggest of its time with 64 cannons on its gun decks. In August 1628 the vessel, gleaming with fresh paint, was launched in the port of Stockholm at a splendid ceremony to the delight and applause of the crowds that viewed the event. Their joy was short-lived, however: a sudden gust of wind made the ship keel over while still close to land, and the Vasa capsized and sank. An appointed commission of inquiry showed that the area allotted to the ballast (placed in the hold just above the keel to maintain balance) was not sufficiently wide enough to balance a vessel with two gun decks. The ship was unstable. In general terms, the design of the Vasa, how its various parts were built and the ratio between them, were erroneous. Although the vessel was built by the best shipbuilders of the royal shipyards in Stockholm, and in accordance with the best knowledge and experience available at the time, some principal characteristics of its parts, and particularly the ratio of the weight it carried to the weight of its ballast and the laws of flotation, were not fully known to the artisans of the time. The shipbuilders of the time did not have a theory for designing and building a vessel, but rather built in accordance with traditional models familiar to them and by trial and error. They had no way of calculating stability and the proportions of the various parts, so they built the bigger and heavier vessels just as they built smaller and lighter ones (Maxwell, 1996). This story illustrates the issues we seek to discuss in the present article, which are all connected to the following questions: What is the correct way of teaching qualitative research to human services students? What are the diverse parts of teaching qualitative research? When is the right and appropriate time to teach each of these parts? What are