This module provides a flexible, workshop-based approach to developing students' awareness of a range of research methods appropriate for students conducting research projects at postgraduate level in Educational settings.
Aims and Objectives
Having successfully completed this module you will be able to:
- Demonstrate critical awareness of a wide range of methods for the collection and analysis of data that can be used in mixed methods research designs;
- Employ appropriate techniques for the systematic analysis and interpretation of a range of sources of associated with a mixed methods research design;
- Understand the principles of sound research design which enable robust collection of data associated with the range of mixed methods studied;
- Critically consider the challenges and affordances offered by combining multiple research approaches in mixed methods research designs.
- Recognise the means by which theory may be developed and linked to the range of techniques used for interpreting and writing about the findings derived from mixed-methods research designs;
The module will focus on at least three different approaches to the collection and analysis of data that can be used in mixed methods research designs via methodologies commonly used in research applied to education contexts. Students will attend workshops on each approach and will be encouraged to compare and contrast their underpinning philosophical positions and associated theoretical perspectives, as well as practical details related to aspects of the relevant research designs such as appropriate sampling strategies, choice of data collection methods, and issues related to the collection and analysis of data.
A key focus for the applied mixed methods module is a requirement to critically consider the challenges and affordances offered by combining multiple research approaches to answer particular kinds of research questions.
A list of exemplar approaches to research which may be studied are as follows:
- autobiographical research methods;
- phenomenological research methods;
- ethnographic research methods;
- grounded approaches;
- analysis of large scale quantitative secondary datasets;
- quantitative measures of classroom and institutional practice;
- experimental research;
- psychometric measurement and scale development;
- social network analysis;
- case study;
- participatory research;
- practitioner and action research.
Common themes covered during each workshop are likely to include the associated:
- nature of the underpinning philosophical and theoretical perspectives;
- approaches for selecting and engaging participants (or their data) in the research;
- specific ethical considerations;
- means of ensuring quality in research e.g. robust design principles, transparent processes;
- methods for the collection of primary data and/or accessing sources of secondary data;
- systematic analysis of data derived from the methods being studied;
- issues related to the interpretation of findings derived from the data analysis;
- further reading related to the methods and approaches covered.
Learning and Teaching
Teaching and learning methods
The module provides a flexible approach to developing a bespoke research methods toolkit for Education research students, which should enable students to engage in the design and implementation of their own research projects in a more critical and informed way. At the same time, it also provides an opportunity to broaden the range of methods with which the student is familiar in order to make better critical use of pre-existing research evidence.
To facilitate the flexible approach students will be required to register for and attend the relevant research skills development workshops (usually scheduled for a 4 hour half-day session) in at least three different approaches to research associated with the collection and analysis of data within mixed methods research designs.
The workshops will employ a range of teaching and learning methods. Group sizes are likely to be modest (no more that 25-30 students) and provide a mix of
- whole-class lecture and discussion;
- small group interactive discussion and activities;
- hands-on practical tasks related to data collection and analysis.
Where appropriate sessions will be supported by the use of appropriate assistive technologies and software tools for the purpose of data collection and/or analysis.
Members of the student's supervisory and/or programme team will provide additional tutorial support during the module, which will include discussing the focus for the module assignment and how it relates to the students' individual research training needs and proposed research project.
|Total study time||100|
Resources & Reading list
NVivo qualitative data analysis software. NVivo qualitative data analysis software available for download via the iSolutions Software download pages. Other similar software tools to support the analysis of qualitative data are available (such as ATLAS.ti, MAXQDA, QDA Miner etc) but may require the purchase of a license in order for full functionality to be utilised.
SPSS quantitative data analysis software. SPSS quantitative data analysis software and Amos (for factor/path analysis and Structural Equation Modelling) is available for download via the iSolutions Software download pages. Other similar software tools to support the analysis of quantitative data are available (such as STATA, MLwiN, MPlus, RStudio and associated plugins etc) but may require the purchase of a license in order for full functionality to be utilised
Journal of Mixed Methods Research,. Journal of Mixed Methods Research,.
Creswell, J.W. and Clark, V.L.P. (2007). Designing and conducting mixed methods research. London: Sage.
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. Abingdon, Oxon: UK: Routledge.
Tashakkori, A., & Teddlie, C. (2010). Sage handbook of mixed methods in social & behavioral research.. London: Sage.
Punch, K. & Oancea, A. (2014). Introduction to research methods in education. London: Sage.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches.. London: Sage.
Robson, C (2002). Real World Research. Blackwell.
Teddlie, C., & Tashakkori, A (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. New York: Sage.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External