| Unit name | Introduction to Qualitative Research Methods in the Social Sciences (GSoE) |
|---|---|
| Unit code | EDUCM0004 |
| 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) |
Introduction to Quantitative Research Methods in the Social Sciences Research Design in the Social Sciences Core Skills Understanding Educational Research Core Skills in Educational Research |
| 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 and is also taken by many doctoral students. It gives a thorough grounding in qualitative research and (in partnership with its quantitative counterpart) ensures that all students are exposed to a range of approaches. This unit particularly emphasises the principles behind methodological decisions, equipping them for their later research projects.
How does this unit fit into your programme of study
This unit introduces students to qualitative research and works in balance with its sister unit, Introduction to Quantitative Research Methods (EDUCM0003). This gives the students a broad grounding in research methods. Both Introduction to Qualitative Methods (EDUCM0004) and Introduction to Quantitative methods (EDUCM0003) are part of a four-unit sequence that develops students’ core skills (EDUCM5501) and deeper understanding of educational research as a whole (EDUCM5502), as well as the philosophical underpinnings of their work (EDUCM0005). This ensures a strong foundation in the principles and practices of educational research. It is also a precursor to an advanced qualitative methods unit (EDUCM0053), allowing for the deeper developing of students’ skills and understanding.
An overview of content
The unit aims to provide a philosophical appreciation of the underpinnings of qualitative research methods. It will develop students’ critical understanding of the potential of various qualitative methodologies and key epistemological and methodological ‘problems’ raised in qualitative methodologies The unit will introduce ethical, political and value concerns arising from the interpretation and analysis of qualitative data. · Students will develop an understanding of the application, strengths and weaknesses of a range of qualitative methods and develop basic skills in the use of qualitative research techniques. They will apply these methods and techniques in the particular context of their own discipline.
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:
Lectures/presentations, seminars, group work, use of software and virtual learning environment
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 3,000-word written report on the theory and practice involved in collecting and analysing qualitative data (100% 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. EDUCM0004).
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 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.
