ASampleofQualitativeResearchProposalWrittenintheAPAStyle.docx
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ASampleofQualitativeResearchProposalWrittenintheAPAStyle.docx
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ASampleofQualitativeResearchProposalWrittenintheAPAStyle
ASampleofQualitativeResearchProposalWrittenintheAPAStyle
ATIMEBETWEEN:
THEFULL-TIMEADULTUNDERGRADUATE
[Titleofyourresearch]
by
[YOURNAME]
AProposalSubmittedtoInstitutionalReviewBoard
DixieStateUniversity
[yourdepartment]
Introduction
Inrecentyearsanincreasingnumberofadultstudentsareoncollegecampusesseekingundergraduatedegrees,fillingsomeoftheseatsformerlyoccupiedbythetraditional,18-22-year-oldstudents(Apps,1981;Cross,1981;Leckie,1988).Cross(1981)notesthatpart-timestudentsmakeupthegreaterpartofthisincrease.Indeedthenumberoffull-timeadultstudentsisstillquitesmall,particularlyatfour-yearcollegesanduniversities.Whileuniversitiesarenoticingthepresenceofmatureadultsintheirfull-timestudysequences,thenumberofadultsinterestedandavailableforfull-timestudyisstillsmall(Rauch,1991,p.11).
Itisthissmallnumberoffull-timeadultundergraduatesthatinterestsme,becausethereisthedistinctpossibilitythatthisgroupwillcontinuetogrowinnumbers.Astheeconomicpicturehaschangeddramaticallyinrecentyears,thenumberofadults"available"forfull-timestudyhasalsochanged.Certainlytheincreasedunemploymentfigures,aswellasthedecliningjobopportunitiesavailableinmanyregionsofthecountry,haveaffectedthisnumber.
Inadditiontothelossofajobandthepossibleneedforadditionaleducationtoobtainnewskills,otherfactorsarepresent:
∙thedecisiontoenterthejobmarketandtheneedto"brushup"ordevelopnewskills
∙earlyretirementandthedecisiontoembarkonanothercareer
∙achangeinone'slifesituation(divorce,widowhood),whichresultsinacareerdecisionandthecorrespondingneedforadditionaleducation
∙increasedacceptabilityforadults,particularlywomen,toreturntoschool(Apps,1981).
Reportsintheliteratureandconversationswithmanyadultstudentsconfirmthatcollegesanduniversitiesstillhavenotreallycometotermswiththeseolderlearners.Althoughsomeinstitutionshaveaddedspecialcounselingandorientationprogramsandhaveofferedvariedcourseschedulesandformats,otherimportantareashavebeenlargelyignored.Sincethefull-timeadultundergraduatehasbeenconsideredasararephenomenon,theattentionhasbeencenteredonpart-timestudents.Therefore,almostnoneofthesupportservicesandstructuralchangeswhichhavebeenaddedforadultlearnersaffectthoseadultswhoenterregular"day"full-timeundergraduateprograms.Generallycollegeshavecontinuedtotreattheseoccasionalfull-timeadultsinthesamemannerasthemajorityoftraditional-agedstudentsaretreated.
Predictionsarethatthenumberofadultsbeginningorreturningtocollegewillcontinuetoincrease(Apps,1981;Bowen,1980;Dewey,1980;Smith,2004).Recentawarenessofthisincreaseinadultstudentshasresultedinagrowinginterestbysomecollegesanduniversitieswhorecognizetheirimportance--atleasteconomically!
Bothgovernmentalandeducationalplannershavebeenconsideringtheimpactoftheseadultsonpost-secondaryeducation(Kyle,2001).Forcollegesanduniversitiesseekingtomeettheneedsofagrowingpopulationofadults,thereismuchyettobelearned!
ThePurposeoftheStudy
Theintentoftheproposedstudyistolearnaboutadultfull-timestudents,theircircumstances,experiences,andthenatureoftheirsocialworld.ThefocuswillbeonselectedadultundergraduateswhoareenrolledfulltimeatCentralCollege(apseudonymforasmall,privatefour-yearcollegeintheNortheast)duringtheacademicyearsof2009-2010and2010-2011.
Whoaretheseadultstudents?
Whyaretheyincollege?
Whathasbeentheimpactofbeingafull-timeundergraduateupontheirlives,andupontheirinteractionsonandoffcampuswithfriendsandfamilyandwiththepeopletheymeetoncampus?
Howhastheirrelationshipswithfamilyandfriendsaffectedtheirdecisiontogotoandstayincollegeandtheirexperiencesasfull-timestudents?
Whatsupportdotheyhavefromfamilyandfriends?
Finally,whattypesofgroupsorsocialnetworkshavetheydevelopedduringtheirtimeasanadultundergraduate?
Thesearethecentralquestionsofthestudy.InodoubtwilladdmorequestionsasIproceedthroughtheresearchprocessandobtainmoreclarityonwhatitmeanstobeafull-timeadultstudent.Thefocuswillbeontheadultstudents,themselves,andeachquestionorconcernIhavewillbeexaminedfromtheirperspectives.
SignificanceoftheStudy(orRationale)
ItisanticipatedfromthereviewofliteratureIhavecompletedthusfarthatIwilllearnmuch.First,itisanticipatedthatcertainaspectsofbothresearchandpracticeinhighereducationwillbechallenged.Thisstudyshouldexamineanumberofcircumstancesinwhichthegrowingprinciplesofadulteducation,suchasrecognitionofthecontributionsofthelifeexperiencesofadultlearnersandtheirindividuallearningneeds,areseeninconflictwithestablishedpatternsoftraditionalhighereducation,suchasthemaintenanceofahierarchyinwhichfacultyaresuperiortoanddominantovertraditional-agedstudents,thewayadultstudentsaretaught,andthekindsofsupportgiventoadultundergraduatestudents.
Itisalsoimportanttoexaminesomemorebasicissues,suchasthenatureandpurposeofhighereducation,andtheroleofeducationalinstitutionswithinthecommunityandsociety.Toadequatelyserveadultlearners,collegesanduniversitiesneedtolookbeyondtheirdemographiccharacteristicstoseetheseindividuals,theirperceptions,socialworlds,andexperiencesfromtheirownperspectives.
Thisstudyalsowillhelpcallattentiontothedifferencesbetweenfull-timeandpart-timeadultlearners.Theexperienceofthepersontakingonecourseonenightaweekiscontrastedwiththatoftheindividualenrolledinafull-time"day"programwithinasettingofprimarilytraditional-agedstudents.Whenadultlearnersreportthattheyfeeluncomfortableinthecampuscommunity,collegesneedtoaskthemselveswhatroleandresponsibilitytheyhaveandiftherearewaystheycouldinfluencethenatureofthe"fit."
Adulteducationliteraturehastendedtofocusonthepart-timeadultlearneras"typical,"andtherebyhaslargelyexcludedorignoredthefull-timestudent.Modelsandconceptualframeworkswhichareemerginginadulteducationtohelpusunderstandadultlearners,therefore,maywellbeinadequateforunderstandingfull-timestudents.
Thisstudywilluseaframeworkandperspectivesfromwhichtoviewtheselearnersandtheirsituationswithinthecontextofthisparticulartemporaryperiodineachoftheirlives.Thegrowingbodyofliteraturedealingwithadultdevelopmentalstagesorphasesandadulttransitionsalsowillserveasbackgroundforthestudy.Thisliteraturearea'stheoriesaregenerallyinadequateasabasefromwhichtoviewadultfull-timelearners.Asanunexpected,untypicaladultexperience,full-timestudyusuallycannotbeplacedonchronologicalcontinuaorfitintoothercategoriesofadultdevelopment(Havighurst,1979;McCoy,1996,Levenson,2002).
Therefore,throughoutthisstudyanumberoffactorsregardingtheexperienceoffull-timeundergraduatestudyfromtheperspectiveoftheadultlearners,themselves,willbeexamined.Theresultshouldbeafreshandmorecompletepictureofthelearnerandtheperiodoflearning,presentedinlightofseveralthemesandabroadtheoreticalframework.Ifcollegesanduniversitiesclearlyrecognizeandconsiderasawholethefindingsandperspectivesofferedfromthisstudy,theyshouldbeabletoreviewmanyoftheircurrentpoliciesandprograms.
Finally,itisanticipatedthatbasedonthefindings,thosecollegeadministratorsinterestedinmeetingtheneedsofstudentsofallageswillexploredifferentstructuralandeducationalapproachestoencouragethedevelopmentofinformalsocialinteractionsandnetworksonthecampusamongadults,olderandyoungerstudents,andstudentsandfaculty.Theyalsomaybewillingtoexplorenewwaystorecruit,teach,andsupportfacultywhoworkwiththefull-timeadultlearner.
NatureandLimitationsoftheStudy(optional)
Theproposedstudyfollowsaqualitativeresearchapproach,involvingtheuseofthesemi-structuredinterviewastheprimarymethod.Itinvolvesapreliminarydescriptiveexaminationoftheperceptionsandexperiencesofadultfull-timeundergraduates.Itwillbelimitedtonomorethan30subjectsatonefour-yearcollegebecauseofthetimeconstraintsinvolvedininterviewingandsubsequentdataanalysis.
LiteratureReview(optional,deleted)
Methodology
Aqualitativeresearchapproachisproposedforthisstudy.Thetheoreticalperspectivemostoftenassociatedwithqualitativeresearchersisphenomenology(Bogdan&Biklen,2004).Followingthephenomenologicalapproach,researchersseektounderstandmeaningineventsandinhumaninteractions.Further,thecontextisimportanttotheinterpretationofdata.Thisapproachrequiresthattheresearcher"centersontheattempttoachieveasenseofthemeaningthatothersgivetotheirownsituations"(Smith,2005,p.12).
Thedatacollectedinaqualitativestudyincludesmorethanwords;attitudes,feelings,vocalandfacialexpressions,andotherbehaviorsarealsoinvolved.Thedatawhichmayconsistofinterviewtranscripts,fieldnotesfromobservations,awidevarietyofrecordsandhistoricaldocuments,andmemoranda,aretreatedtorigorousongoinganalysis.Threeprocessesareblendedthroughoutthestudy:
collection,coding,andanalysisofdata(Glaser&Strauss,1967):
Thisapproache
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