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Graduate Course Proposal Form Submission Detail - EDG7410
Tracking Number - 2306

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Current Status: Approved, Permanent Archive - 2010-11-02
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: College approval received 3/31/10; to grad council 5/17/10; correctedlearning outcomes recd 6/22/10; GC approved 8/18/10; to SCNS 8/25/10. Approved. Effective 10/1/10. Posted in Banner. Number changed from 7575 to 7410

Detail Information

  1. Date & Time Submitted: 2010-03-18
  2. Department: Educational Leadership
  3. College: ED
  4. Budget Account Number: 173500
  5. Contact Person: Valerie Janesick
  6. Phone: 9741274
  7. Email:
  8. Prefix: EDG
  9. Number: 7410
  10. Full Title: Qualitative Case Methods in Educational Leadership
  11. Credit Hours: 3
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Qualitative Case Meth.
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: Admission to doctoral program
  23. Corequisites: None
  24. Course Description: Introduces qualitative Case methods, design, data collection,analysis and interpretation of data. Includies theories and sample software tools used in analysis.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Offered as enrichment course (not part of program/concentration/certificate)
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Students have filled the course the three times it was tested and it complements their research core.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition to a terminal degree, qualfied instructions need Publications in the area
  29. Objectives: Understand design of qualitative case studies,

    Practice interview and observation skills,

    Collect data, analyze and interpret data.

    Use digital cameras, voice recorders and software as assistive technical material,

    Discuss ethical issues in field work,

    Read leading works and discuss current writers and reserach.

  30. Learning Outcomes: At the completion of this course students will:

    1. Understand the multiple and competing approaches to qualitative case studies and be able to explain the differences in the approaches

    2. Design and conduct a qualitative case study, and potentially complete the methods section of the dissertation prospectus

    3. Discuss and analyze key topics in qualitative case studies including ethical issues

    4. Analyze interview data from at least one approach to case study research

    5. Select appropriate methods for case studies and defend the use of the appropriate technique

    6. Synthesize and analyze data from interviews, documents and the researcher reflective journal in written and presentation form.

  31. Major Topics: Introduction to content and process of case stduies

    Conflicting conceptions of case studies

    Qeustions for research and for interview protocls

    Theoretical frames for case studies

    Library strategies and software used for analysis

    Category and code development

    Use of photos and videos

    Descriptive validity

    multiple techniques

    Developing models of the study

    Computer assist3d analysis of data

    Free webware for transcription

  32. Textbooks: Merriam, S. (2009) QUalitative Resarch a guide to implementation. (rev ed) San Francisco, CA: Jossey Bass.

    Janesick, V. J. (2004) Stretching Exercises for Qualitative Researchers, 2nd ed. Thousand Oaks, CA. Sage./

    Rubin & Rubin,(2005) Qualitative Interviewing the art of hearing data. Thousand Oaks, CA: Sage.

  33. Course Readings, Online Resources, and Other Purchases: Digitial voice recorder needed

    Computer assisted software for analysis Atlas TI

    Three articles on single case studies, credibility in research, and the history of qualitative case work.

  34. Student Expectations/Requirements and Grading Policy: Two nmajor written reports and field notes.

    1. Observation of a Public Space

    2. Inerview study of a professional on their work and what it means to them.

    25-50 pages each.

    Supply photos of the site and the participants.

    Observation assignment is 25% of the grade

    Interview assignment i s40% of the grade

    Inclass paarticipation, attendance and field work is 25% of grade

    Technology session and usage is 10& of grade.

    100-95% = A

    90-94%= A-

    86-89% = B+

    85-80= B


    69 or less= D

  35. Assignments, Exams and Tests: Observe in a public space three times three different days.Wwrite complete field notes as follows:

    1. Describe the setting

    2.Describe one person

    3.Describbe the action

    Analyze the data bvy developing three themes.

    Use at least 5 references from our texts to support the assginment, add five pages of reflection on the process of the research, write three things you would go back for if you had all the time in the world. Add photos of the place. (THis constitutes the midterm project)

    Interview Project constitutes the final project.

    Interview one professional person about their work and its meaning to them. One hour for each of two interviews on different days.

    Analyze by themes and construct a model of the case that accured. Add at least five references from our texts, five pages of reflection on the research process and include photos and documnetrary supporting evidence.

    25-50 pages.

  36. Attendance Policy: Course Attendance at First Class Meeting Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: If a student misses a class, they must hand in a five page reflection on the readings for that class.
  38. Program This Course Supports: DOctoral program in Educational Leadership and the ED.S, program in Educational Leadership
  39. Course Concurrence Information: Any doctoral program in house

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