EDUC 7020 - Qualitative Approaches to Educational Research
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code EDUC 7020 Course Qualitative Approaches to Educational Research Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange Y Corequisites EDUC 7001 Educational Inquiry Course Description This course provides students with an introduction to a range of qualitative research methods. In addition to considering the design of research tools, issues of data analysis and presentation are also touched upon. Additionally it provides a philosophical background whilst addressing issues such as validity, quality, sampling and ethics.
Course Coordinator: Dr Julie Matthews
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesUpon successful completion of this course students will have:
1) Knowledge and understanding of qualitative approaches to research.
2) An understanding of the relationship between qualitative research, methodology. methods and theory.
3) Understanding of qualitative research processes including issues of of validity and reliablity.
4) A critical understanding of the benefits and challenges of qualitative research.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3,4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,4
Recommended ResourcesBogdan, R. and Bilken, S. (2007) Qualitative Research For Education, An Introduction to Theories and Methods. Boston/Sydney: Allyn & Bacon.
Burns, R. (2000) Introduction to Research Methods. Melbourne: Longman.
Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.
Crotty, M. (2008) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: Sage.
Denzin, N. and Lincoln, Y. (Eds.) (2012) Handbook of Qualitative Research. London: Sage.
Kvale, S. and Brinkmann, S. (2009) Interviews: Learning the Craft of Qualitative Research Interviewing. London: Sage.
May, T. (2011) Social Research: Issues, Methods and Processes. Milton Keynes: Open University Press.
Payne, G. and Payne, J. (2004) Key Concepts in Social Research. London: Sage.
Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. London: Sage.
Smith, Tuhiwai Linda (2012) Decolonizing Methodologis: Research and Indigenous Peoples. NY: Zed Books.
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There is a weekly two-hour seminar and students are expected to attend all sessions.
The course is constructed as a graduate-level seminar program. Students are expected to make a substantial contribution to class discussion, and everyone is expected to prepare for class by undertaking appropriate preliminary readings and other activities.
Students are strongly encouraged to utilise the collaborative facilities available through MyUni to assist each other to explore this important and interesting subject.
The collaborative and communication skills developed through regular and active participation in discussions are essential skills in educational research and professional practice.
Learning Activities Summary
No information currently available.
Small Group Discovery ExperienceIn small collaborative groups students will be required to investigate and present to the class an account of one research methodology which provides details in general terms of its advantages and disadvantages.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummarySeminar Paper: 3,000 words, worth 60% of the total marks.
Essay: 2,000 words, worth 40% of the total marks.
No information currently available.
SubmissionAssignment Submission will be via MyUni
Assignment Submission dates will be made available via MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
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- Student Life Counselling Support - Personal counselling for issues affecting study
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- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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