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)

Prompt 1: Short StoryCreate a short story using all you have learned so far in the unit. Include archetypes, literary elements, figurative language, and academic vocabulary words you learned in the course to shape your story. What is the setting, plot, characters, etc. How will you use figurative language such as metaphor and alliteration? What type of characters will you include? Ensure that you also demonstrate a clear point-of-view such as omniscient, limited omniscient, third-person, narrative, or first person, within your story. Your short story should include a title, and be a minimum of 1 page and a maximum of 5 pages in length. Please submit a typed paper, using Times New Roman, 12 pt. font, and double-spaced lines (Please space your lines). Be sure to also use paragraph formatting, with the first line of each paragraph being indented.