Proceedings of the 8th World Conference on Qualitative Research

The rigor of qualitative research has been, and continues, to be the subject of many debates and controversies within the scientific community, particularly since the assessment of the quality of qualitative research cannot be carried out in the same way as that of quantitative research. In the ealry nineties, Lincoln and Guby proposed an adaptation of the quantitative rigor criteria: credibility, transferability, fiability and confirmability. Those criteria, even if numerous critics have been addressed to them, are still widely used in both published articles and checklists provided by editorial committees In the peer review process. In the last decades, others criteria have been proposed, such as transparency, reflexivity, triangulation, COREQ list, etc. In this presentation, we will briefly address the particularity of rigor in qualitative research and highlight the particularities to the teaching of qualitative research at the undergraduate level, especially the challenges of teaching rigor in this particular context. The core of the presentation will be the sharing of a teaching initiative inspired by eight "big-tent" criteria proposed by Tracy (2010) that are the following: (1) worthy topic, (2) rich rigor, (3) sincerity, (4) credibility, (5) resonance, (6) significant contribution, (7) ethics and (8) meaningful coherence. Both the mentioned criteria and the teaching initiative will be presented. Finally, strengths, limits and potential improvement of the presented teaching initiative will be addressed and discussed with the audience. This communication will allow participants to deep their reflection on rationale and paradigms associated to the concept of rigor in qualitative research.