Preparing the next generation of scholars to produce and defend case study research: an evaluative case study

Faculty at research universities are responsible for training the next generation of scholars to conduct qualitative studies so they can produce and defend work that attends to the issues from which they hope to build their academic careers. Faculty must also teach these doctoral students in a manner that helps prepare them to instruct future generations about how to engage in such research activities. Yet, this can be a challenge for many faculty, including myself. As such, I share data from an evaluative case study of an advanced qualitative case study methodology course I taught to investigate how I am/am not assisting these doctoral students in understanding as well as advocating for their work while also developing the skills required to instruct their future students. Examining these issues not only creates the opportunity for me to reflect on my own pedagogical practices but also to consider how faculty who teach qualitative research courses can support doctoral students in making sense of and defending these research methodologies while fostering their skills in becoming future instructors of such approaches to research.