This module provides a flexible, workshop-based approach to developing students' awareness of a range of research methods designed to collect qualitative data 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:
- 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 qualitative research data.
- Demonstrate critical awareness of a wide range of methods for the collection and analysis of qualitative data;
- Employ appropriate techniques for the systematic analysis and interpretation of sources of qualitative data associated with the range of methods studied;
- Understand the principles of sound research design which enable robust collection of data associated with the range of qualitative methods studied;
The module will focus on at least three different approaches to the collection and analysis of qualitative data via methodologies commonly used in research applied to education contexts. Students will attend workshops which focus on the specific characteristics of each selected 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 list of exemplar approaches which may be studied are as follows:
- autobiographical research methods;
- phenomenological research methods;
- ethnographic research methods;
- grounded approaches;
- 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 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 qualitative data.
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
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.
Punch, K. & Oancea, (2014). Introduction to research methods in education. London: Sage.
Law, J. (2004). After method: Mess in social science research.. London: Routledge.
Miles, M. and Huberman, M. (2002). The Qualitative Researcher's Companion. London: Sage.
Rubin, I., & Rubin, H. (2005). Qualitative Interviewing: The Art of Hearing Data. London: Sage.
Cohen, L., Manion, L. & Morrison, K (2011). Research methods in education. Abingdon, Oxon: Routledge.
Wengraf, T (2002). Qualitative Research Interviewing. London: Sage.
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
Lichtman, M. (2010). Qualitative Research in Education - A User's Guide.. London: Sage.
Robson, C. (2002). Real World Research. Blackwell.
Silverman, D. (2000). Doing Qualitative Research: A Practical Handbook. London: 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.
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Repeat type: Internal & External