Position Paper: Sample Size The Walden University Dissertation Rubric for Chapter 3 includes the following criteria as line item 7: "There is a justification for the number of participants, which is balanced with depth of inquiry---the fewer the participants the deeper the inquiry per individual." Some researchers argue that one can generate meaningful research data only if one has a large sample size. Moreover, a large sample size is required in order to generalize the findings to show the potential for effecting social change. On the other hand, some researchers believe that a small number of participants can generate data that are just as meaningful because the researcher can then plumb the data to greater depths. To prepare for this Application: ·  Read the course text selections on sampling and sample size. ·  Consider the following: Is it better to have a large sample size and not get as in-depth with participants than it is to have a small sample size and go into more depth with participants? ·  Which situation will derive more meaningful data? What are the pros and cons of each choice? Which situation is supported by the literature? ·  Select a position on what sample size is necessary to generate meaningful qualitative data. How would you defend your position? ·  What factors contribute to the sample size you would recommend for your Qualitative Research Plan (Final Project)? What support from the literature would you use to defend your choice? The assignment: ·  Craft a 1- to 2-page position paper in which you defend a position on what sample size is necessary to generate meaningful qualitative data. ·  Conclude your position paper with a proposed sample size and strategy for your Qualitative Research Plan (Final Project). Submit your Application Required Resources ·  Course Text: Qualitative Research Design: An Interactive Approach ·  o  Chapter 5, "Methods: What Will You Actually Do?" This chapter will guide you in conducting your research. It provides information about structured and unstructured approaches, negotiating research designs, site and participant selection, making decisions about data collection and analysis, and analyzing qualitative data. ·  Course Text: Qualitative Data Analysis: A Methods Sourcebook o  Chapter 2, "Research Design and Management," pp. 30 – 37 This excerpt from Chapter 2 describes the importance and process of sampling. ·  Course Text: Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage Publications. ·  o  Chapter 5, "Designing Qualitative Studies," pp. 264-272, pp. 311-315  Read the sections "Purposeful Sampling" and "Sample Size" from Chapter 5. These excerpts provide sampling strategies and techniques for qualitative research. Research Toolkit ·  Handouts ·  o  Walden Dissertation Rubric Available from http://researchcenter.waldenu.edu/ The Dissertation Rubric is a Word document linked in the section for PhD Dissertation Process and Documents. o  Walden Qualitative DissertationsThis document directs you to dissertations in the Walden Library that use a variety of qualitative approaches and disciplines. Walden University Qualitative Dissertations The following Walden University dissertations represent a variety of qualitative approaches and disciplines. Dissertation award winners are noted. All dissertations can be found in the Walden Library. Case Study Example (Walden Dissertation Award Winner) Apori-Nkansah, L. (2008). Transitional justice in postconflict contexts: The case of Sierra Leone’s dual accountability mechanism (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3291475). Narrative Example (Walden Dissertation Award Winner) Amaladas, S. M. (2004). A narrative inquiry into the experience of individuals in the midst of organizational change: A shift from systems to stories (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3138845) Grounded Theory Example McGregor Petgrave, D. M. (2006). Professional development strategies for teaching urban biology teachers to use concept maps effectively (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3229903) Phenomenology Example Alcock, M. M. (2009). Phenomenological study of effects of student mobility on middle- and high-socioeconomic high school students (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3366731) Life History Example (A sub-section of Narrative) Stoutmorrill, B. K. (2009). Exploring the intrinsic role of agency and the extrinsic role of social expectations for adults who learn to read: A life history (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3342441)

Consider the following scenario: You work as an eligibility worker for a subsidy assistance program helping clients who need assistance paying utility bills. Over the years you have noticed a lull in the work atmosphere where workers are becoming less engaging with the clients and seem to lack compassion for the clients and motivation for their work. You become aware of new service model that is being used in the eligibility services population and is showing promising results. The model is supported by evidenced-based practice. This new model offers a stronger connection with the client, with the client's feeling a higher degree of validation and satisfaction with the services provided. Workers also report a decrease in workplace stress. Given this information what will you say to your supervisor about this new model? How might you convince the supervisor to either allow you to attend a conference where this new approach is taught or arrange to have the conference brought to the agency? Be specific. Give examples.APA Style at least one reference 100 words minnimun