Social Work Faculty Engaged in Qualitative Research

Background and Purpose: This study explored the experiences of tenured and tenure track social work faculty who employ qualitative research methods. Social work academics have long debated the value of qualitative research, both in terms of its fit for the profession and its ability to contribute to scholarly knowledge. These debates have been further complicated by the increasing prominence of evidence-based practice in the academy, among funders of research, practitioners, and policymakers. This study explored the career trajectories and reflections of qualitative social work researchers to better understand how their methodological choices shape their professional careers.

In light of limited research which has explored the experiences of academics who use primarily qualitative methods, this study analyzed the perceptions of qualitative researchers in terms of what they have contributed to the scientific knowledge base, lessons learned, and advice to social workers interested in academic careers primarily informed by qualitative work.

Methods: The study included fourteen semi-structured, in-depth interviews which were conducted with tenured or tenure track social work faculty members. Participants were employed either at institutions that focused primarily on research or on teaching. The sample included 12 women and two men, including eight white participants and six people of color. Participants from across the country were recruited through a purposive sampling technique.

Members of the research team (faculty and doctoral students) interviewed participants, transcribed and individually coded the data. The team then developed a unified coding scheme from their initial analyses which they used to recode all of the interviews. Themes were developed from the codes. In order to enhance the rigor of the analysis, the research team employed peer debriefing and searched for disconfirming evidence. An audit trail captured this activity through ongoing notes, workgroup meetings, and emails.

Findings: Data analysis revealed that although respondents have diverse experiences, most converged on several themes. These include barriers to accessing the education and training necessary to enhance their qualitative research skills, an overall resistance to qualitative research in their employer institutions, difficulty earning tenure, and challenges presenting and publishing their work. Several deviant cases existed in which respondents reported more positive experiences.

Many respondents highlighted the natural fit between the social work skill set and the professional characteristics necessary to become a proficient qualitative researcher. These include participation in the community, commitment to the research process, and strong listening and facilitation skills. Participants also noted that qualitative research augments quantitative research and fills gaps in the knowledge base.

Conclusion and Implications: Findings indicate that despite the important role for rigorous qualitative research within social work, qualitative researchers face significant barriers. This impacts not only their career trajectories but also the knowledge base of the profession. To maximize the potential contribution of qualitative research qualitative researchers must be better supported in the profession and at their respective institutions. Support includes more equitable reward structures, better understanding of how to assess the rigor of qualitative research, greater appreciation for the value of qualitative research, and opportunities for skill development and refinement.