| Unit name | Introduction to Qualitative Research Methods in the Social Sciences |
|---|---|
| Unit code | EDUCM0108 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Sharples |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
Core Skills, Introduction to Quantitative Research Methods |
| 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 is a core unit for the MRes Education and PhD (part-time). It gives a thorough grounding in qualitative research and (in partnership with its quantitative counterpart – Introduction to Quantitative Research Methods) ensures that all students are exposed to a range of approaches. This unit particularly emphasises the principles behind methodological decisions, equipping students for their later research projects.
This unit continues students’ research training. It focuses on the practical methodological skills needed for qualitative research, ensuring students develop a strong critical understanding to inform the decisions they will make in their dissertations and theses.
How does this unit fit into your programme of study?
This unit gives students a thorough and broad grounding in research methods. This unit links with other units on the programme such as Core Skills and Introduction to Quantitative Research Methods as it deepens students’ understanding of more general methodological approaches introduced in Core Skills. It also builds on the knowledge of research criteria and values to critically evaluate research literature that were introduced in Core Skills. At the same time, it complements the unit Introduction to Quantitative Research Methods, which introduces students to the statistical procedures, as it introduces students to principles and practicalities of qualitative data analysis. The unit also equips students with data analysis skills they may need in their Master/PhD projects.
An overview of the content
In this unit we introduce you to some of the most common qualitative methods used in educational research. In doing so, we also want to explore our own role as researchers and the impact we have on our participants and findings. We hope that you will find the unit rigorous and thought-provoking.
How will students, personally, be different as a result of the unit
This unit asks students to think deeply about qualitative research methods and their application.
Learning outcomes
By the end of this unit, students will be able to:
We will use a variety of teaching methods: workshops, class discussions and guest lectures.
Tasks which help you learn and prepare you for summative tasks (formative):
Students will be invited to submit a one-page outline of their assignment for individual feedback from the tutor(s).
Tasks which count towards your unit mark (summative):
A blog (1,000 words max) or professional magazine article communicating a piece of qualitative research to a lay audience. 25% ILOs 1-3
A written assignment (essay) of 3,000 words on the theory and practice involved in the process of collecting and analysing piece of qualitative data; 75%, ILOs 1-3
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. EDUCM0108).
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.
