| Unit name | Advanced Qualitative Research Methods in the Social Sciences |
|---|---|
| Unit code | EDUCM0109 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Grant |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Qualitative Research Methods |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit develops students’ research methods training. It allows students to deepen their understanding of qualitative research methodology and appreciate the debates and decisions inherent in designing, conducting and reporting on qualitative research.
How does this unit fit into your programme of study
This is an Optional Unit in the Masters in Education Research and the PhD (part-time). It builds on the foundations of qualitative research methods in the unit ‘Introduction to Qualitative Research Methods’. Students will take either this unit or the Advanced Quantitative Research Methods unit.
An overview of content
This unit explores the epistemological, methodological, ethical and analysis challenges that characterise qualitative research methods and supports students to explore these tensions in relation to their own research project. The unit will introduce students to emerging and novel approaches to qualitative inquiry. They will be supported to explore the different strategic choices that might be made about methods and approach at each point, and to explore some of the tensions and difficulties that these methods might entail.
How will students, personally, be different as a result of the unit
After attending this unit, students will be equipped with a deepened and broadened understanding of the theory and practice of conducting qualitative research.
Learning Outcomes
On completion of this unit, students will be able to:
1. describe a range of selected qualitative data collection and analysis methods and explain how they are located in debates about the trustworthiness, values and purposes of qualitative inquiry
2. critically evaluate and reflect on the methodological and practical decisions in their selected approach to qualitative inquiry
3. articulate the epistemological underpinnings of selected approaches to qualitative research methods
4. apply and engage with one or more approaches to qualitative data analysis
5. critique empirical studies with regards to both theoretical and methodological analysis.
Teaching will take place intensively over three days.
Tasks which help you learn and prepare you for summative tasks (formative):
Students will submit a plan for the summative assessment.
Tasks which count towards your unit mark (summative):
A 1,000 word critical analysis of methods of a paper using advanced qualitative methods. (25% ILOs 2,4,5)
3,000-word essay critically discussing the theory and practice of producing and analysing qualitative research data; (75%, ILOs 1-5)
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0109).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
