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Session: 2022/23
Last modified: 29/08/2022 15:15:00
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Title of Module: Qualitative Text Analysis Training |
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Code: SAPG11001 |
SCQF Level: 11
(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: | E
Baumgartner |
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| Summary of Module |
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The module provides students with the skills to apply qualitative research methods in the critical analysis of documentary and textual analysis. This will include:
• main techniques to qualitative text analysis;
• examining theoretical and analytical approaches underpinning qualitative textual research.
• examining the strengths and challenges of conducting qualitative textual analysis are examined
• hand-on experience of conducting qualitative analysis.
In addition to reliability and validity of data collection and analysis, ethical concerns are considered in relation to reflectivity of students' role as a researcher:
• Perspectives of Social Research;
• Methods of and challenges in Content Analysis;
• Ethical Considerations;
• Approaches to Data Analysis;
• Introduction to NViVo;
• NVivo and Data Frameworks.
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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 insightful understanding of a range of social research methodologies
L2.
Apply advanced qualitative textual analysis techniques and tools
L3.
Demonstrate professional skills of analysis and undertake critical evaluation when working with data
L4.
Demonstrate sensitivity to audience and clarity of communication when presenting the outcomes of complex research activities
L5.
Enact and embody complex ethical research practices |
| 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 11.
A critical understanding of a range of theories and techniques of social research
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying a range of research and evaluative tools understand qualitative textual analysis |
| Generic Cognitive skills |
SCQF Level 11.
Demonstrate the ability to conduct analysis, evaluation and synthesis |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the ability to communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise substantial autonomy and initiative in carrying out learning activities.
Take responsibility for own work and contribute to the collective learning activities of the group in ways which support and develop critical reflection
Demonstrate the ability to practice in ways which draw on critical reflection on own and others’ roles and responsibilities.
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| 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: | |
| 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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Asynchronous lecture sessions (powerpoint slides with audio/transcription) across the teaching period with in-built activities and reflection exercises, supplemented by
synchronous seminars delivered via the VLE (centring on core readings and questions for discussion) and skills and assessment-focused activities and Q and A forum sessions
Students will also be required to complete regular self-directed and lecturer-directed learning and research-focused activities which will include engaging with the relevant published literature and research on key topics. It is anticipated that students will also develop their group work and argumentation skills through their seminar participation and the self-directed learning tasks set by the teaching team.
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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 | 10 |
| Tutorial/Synchronous Support Activity | 10 |
| Laboratory/Practical Demonstration/Workshop | 10 |
| Personal Development Plan | 5 |
| Practice Based Learning | 10 |
| Asynchronous Class Activity | 25 |
| Independent Study | 130 |
| 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:
Blaikie, N. & J. Priest (2019) Designing Social Research (London: Polity Press)
Neuendorf, K. (2021) The Content Analysis Guidebook (London: Sage)
Tolich, M. & E. Tumilty (2021) Finding Ethical Research Qualitative Researchers (London: Routledge)
Qualitative Research (Journal - Sage)
Discourse & Society (Journal - Sage)
Dunn, K. & Neumann, I (2016) Undertaking Discourse Analysis for Social Research (Ann Abor: University of Michigan Press)
Fairclough, N. (2010) Critical Discourse Analysis (London: Routledge)
Greener, I. (2017) Doing Social Research(London: Routledge)
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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:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
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, |
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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 | Social Sciences |
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| Moderator | M Arnott |
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| External Examiner | |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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assessment 1- 1000 words reflective writing (30%)
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| assessment 2 -4000 words on mini data project (70%) |
(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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In order for the student to complete this module, the module has been designed to meet the University and School's equality and diversity Policy. 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/
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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