Beyond the Comfort Zone: A Guide to Supervising Qualitative Undergraduate Psychology Dissertations for Quantitative Researchers

Autor/inn/en	Freeman, Leanne; Brooks, Joanna; Crowley, Colm; Elmi-Glennan, Clare; Gordon-Finlayson, Alasdair; McDermott, Hilary; Seymour-Smith, Sarah
Titel	Beyond the Comfort Zone: A Guide to Supervising Qualitative Undergraduate Psychology Dissertations for Quantitative Researchers
Quelle	In: Psychology Teaching Review, 26 (2020) 1, S.39-47 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Leitfaden; Psychology; College Faculty; Best Practices; Supervision; Supervisors; Supervisory Methods; Qualitative Research; Student Research; Theses; Undergraduate Students; Foreign Countries; Reflection; Group Activities; Mentors; United Kingdom + Suchen Sie Ihr Suchwort? Psychologie; Fakultät; Qualitative Forschung; Studentenforschung; These; Ausland; Gruppenaktivität; Großbritannien
Abstract	The Teaching Qualitative Psychology Group (TQP) is a group of experienced academics supporting the sharing of best practice in the teaching and supervision of qualitative research methods in psychology. In this paper the group share their knowledge and practice suggestions with a specific focus on supporting academics who do not come from a qualitative research background, but who are supervising qualitative dissertations. This paper will explore why quantitative researchers may want to supervise qualitative dissertations and suggest ways in which this methodological shift might be managed well in the context of the undergraduate project as well as some practical advice for a valuable supervision experience. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01