Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis.
Most political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political scienc...
| Publicado en: | PS: Political Science & Politics Vol. 53; no. 2; pp. 258 - 265 |
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| Autores principales: | , |
| Formato: | Artículo |
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Cambridge University Press
Apr2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142088469&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142088469 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10490965 PSP jtl: PS: Political Science & Politics issn: 10490965 maglogo: N pubinfo: dt: Apr2020 vid: 53 iid: 2 pid: 15979 pub: Cambridge University Press artinfo: ui: 142088469 10.1017/S1049096519001719 ppf: 258 ppct: 7 formats: tig: atl: Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis. aug: au: Emmons, Cassandra V. Moravcsik, Andrew M. affil: Princeton University su: Political science Qualitative research sug: subj: Political science Qualitative research ab: Most political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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