This module provides a flexible, workshop-based approach to developing students' awareness of core research methods designed to collect, analyse and report 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:
- - demonstrate critical awareness of the core methods used for the generation, analysis and reporting of qualitative data;
- - employ appropriate techniques for the systematic analysis and interpretation of qualitative data from a range of sources.
- - understand the principles of research design and planning which enable generation of qualitative data that may be used to inform and support the conclusions drawn from research studies;
- - present the results of qualitative data generation and research in an critically-informed way;
The module will focus on foundational approaches to the generation, analysis and reporting of qualitative data via methods commonly used in applied research contexts such as Education. Students will attend workshops which focus on the specific characteristics of qualitative data analysis from a range of sources. Students will have opportunities to use appropriate software tools to summarise, analyse, and draw appropriate conclusions from provided source material.
A list of key topics which will be covered are as follows:
- key characteristics of qualitative data;
- sources of qualitative data;
- basic methods in generating qualitative data (including transcription);
- principles of data presentation and reporting;
- core analytical approaches such as content and thematic analysis;
- use of technology to support the generation of qualitative data;
- use of technology to support the analysis of qualitative data.
Learning and Teaching
Teaching and learning methods
The module provides means for students to develop assessable work after attending core research training workshops focused on the generation, analysis and reporting of qualitative data. The workshops will enable students to deepen their critical appreciation of qualitative methods used in the body of pre-existing research evidence as well as supporting the design and implementation of their own research projects in a more critical and informed way.
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) associated with the core principles of generation, analysis and reporting of qualitative data.
Each workshop 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 generation 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.
|Practical classes and workshops||6|
|Wider reading or practice||40|
|Completion of assessment task||25|
|Preparation for scheduled sessions||10|
|Total study time||100|
Resources & Reading list
Kvale, S. (2008). Interviews: Learning the Craft of Qualitative Research Interviewing.. London: Sage.
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. Abingdon, Oxon, UK: Routledge.
Robson, C (2002). Real World Research. Blackwell.
Punch, K. & Oancea, A. (2014). Introduction to research methods in education. London, UK: Sage.
Lichtman, M. (2010). Qualitative Research in Education - A User's Guide. 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