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Session: 2022/23
Last modified: 04/07/2022 11:28:24
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Title of Module: Foundations of Qualitative Research Methods |
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Code: SOCY08021 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | R
Gordon |
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| Summary of Module |
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This module provides a solid foundation in understanding and applying a range of qualitative data collection methods.As such, this module aims to:
i) Develop students’ understanding of a range of different approaches to collecting qualitative data (narrative research and interviews; ethnography and observation; case studies and literature/document/policy review).
ii) Give students hands-on experience of undertaking qualitative data collection in order to develop their own competence in carrying out qualitative research.
Throughout this module students will learn about the philosophical underpinnings of qualitative approaches and will be introduced to the ways in which underpinning research methodologies influence the methods applied. Hands-on class exercises will develop students' knowledge on key characteristics of qualitative research, strengths and weaknesses of research methods and sampling design. They will develop their understanding why they might select a particular method with reference to their research aims and the theoretical perspective underpinning their study. Ethical considerations will be woven through the module, as will a critical approach to social research, calling on students to reflect on their own relationship with the research they conduct.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of a range of qualitative research methodologies and techniques
L2.
Select and apply qualitative research methods appropriately to a specific research scenario
L3.
Communicate the outcomes of research and reflective inquiry in appropriate forms
L4.
Demonstrate critical and ethical reflection on one's own research practice |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstration of knowledge and understanding of research practices and techniques. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Application of knowledge and understanding of research practices and techniques to produce a research proposal
Apply understanding derived from module readings, workshop activities and independent study to deliver a professional assessment
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| Generic Cognitive skills |
SCQF Level 8.
Presentation and evaluation of information and data that addresses a defined research question.
Identify a range of approaches to critically evaluate research problems
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Communication of complex ideas using appropriate electronic media.
Application of technology to facilitate information and data retrieval
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Work with others in a way that recognizes contribution of self and peers. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Introduction to Social Research or equivalent |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 22 |
| Asynchronous Class Activity | 10 |
| Independent Study | 156 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Lichtman, M. (2017). Qualitative Research for the Social Sciences, SAGE Publications.
Silverman D. (2017) Doing qualitative research, 5th edition, London: Sage Publishing
Bryman A. (2016) Social Research Methods, Oxford: Oxford University Press
Creswell, J. W. & Poth, C. N. (2018) Qualitative Inquiry and Research Design: Choosing Among Five Approaches, Sage Publications.
Tracey, S. (2020). Qualitative Research Methods. Hoboken, NJ : Wiley Blackwell
Nagy, S., Hesse, B. and Leavy, P. (2011) The Practice of Qualitative Research. London: Sage.
Iphofen, Ron (2018) SAGE Handbook of Qualitative Research Ethics, London: Sage Publishing
Robson, C. and McCartan, K. (2016) Real World Research: A Resource for Users of Social Research Methods in Applied Settings, 4th edition. Chichester: Wiley
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Social Sciences- Sociology and Social Policy |
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| Moderator | TBC |
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| External Examiner | A Tresidder |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment 1: Qualitative Research Design Project. (2000 words worth 70%). Students will be required to design qualitative research project, including sampling and draft research method. |
| Assessment 2 Reflective Piece (30%) (1500 words) Students will be required to reflect on ethnics, positionality and proposed research methods. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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