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Qualitative Research Certification
Graduate Academic Certificate (G.A.C.)
Program type:
Graduate Academic Certificate
Format:
On Campus
Est. time to complete:
2-3 semesters
Credit Hours:
18
Research educational practices to help students succeed & explore new ways to engage
in qualitative research to create more informed educational institutions.
The Research, Measurement, and Statistics specialization offers a Graduate Academic
Certificate in Qualitative Research. The courses prepare a person to teach qualitative
research courses in higher education institutions (when accompanied by a Ph.D.) or
accept a qualitative research position in the private industry.
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Request More InfoWhy Earn a Qualitative Research Certification?
There are tens of thousands of qualitative research jobs in the U.S. public and private sectors across a diverse variety of settings including, but not limited to, colleges and universities, research and development firms, education consulting services, healthcare centers, marketing agencies, human resources firms, and local and state government.
This program is for potential and practicing researcher scholars, both within and outside of the academy, who are or foresee being in a position to engage in qualitative research practices in education, policy, business, evaluation, intervention work, and more. When completed, the Qualitative Research Graduate Academic Certificate is listed on a student’s official transcript. All six of the certificate courses can also be used in various Master’s and doctoral degree plans, should a student decide to pursue a graduate degree along with the certificate.
Qualitative Research Certification Highlights
Gain deep expertise in qualitative inquiry.
Engage in a range of qualitative and mixed-method research examples and nimbly apply
a broad range of theoretical and conceptual frameworks.
Courses blend theory and application, contributing to a comprehensive grounding in
qualitative inquiry.
Qualitative Research Certification Courses You Could Take
Research Methodologies as Contexts for Learning (3 hrs)
Explores multiple approaches to analysis of learning contexts and the iterative qualitative
exploration of data that supports the learning of researchers and the iterative design
of learning environments. Students will engage in a small sample-project using a corpus
of data to explore a phenomenon of interest, recording their iterative analysis process
through analytical memos and presenting their methodological justifications for method
choices throughout the semester.
Action Research and Evaluation (3 hrs)
Focuses on action research and evaluation for practitioners with emphasis on qualitative
and mixed methods approaches. Informs about the variety of applied action research
approaches and learn how to use action research to make evidence-based decisions in
professional settings to improve practice.Includes conducting field research and seminar
discussions using a project-based learning model.
Design-Based & Participatory Research Methods (3 hrs)
Provides an overview of design-based research (DBR) observational methods, participatory
action research (PAR), community-based research (CBR), and social design experiments
(SDEs). Builds capacity to form ethical and effective partnerships toward design-based
and participatory research studies.
Research Methods in Education (3 hrs)
Introduction to quantitative (survey, experimental design, correlation, causal-comparative,
evaluation) and qualitative (case study, observation, action, participant-observation,
historical, ethnograph, phenomenology) research methods used in conducting educational
research.
Qualitative Research in Education (3 hrs)
Focus on the knowledge and skill necessary for naturalistic research; observation,
interviewing and other data collection procedures, as well as data retrieval, analysis
techniques and reporting procedures.
Qualitative Data Analysis in Education (3 hrs)
Data collection, analysis and interpretation using qualitative methodology such as
participant observation and interviewing for data gathering; constant comparative/grounded
theory and modified analytic induction for data analysis. Use of computer software
programs for qualitative data analysis. Students will complete a qualitative study
consisting of at least 45 hours of field work during the term/semester.
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