EDUC 7020 - Qualitative Approaches to Research
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code EDUC 7020 Course Qualitative Approaches to Research Coordinating Unit School of Education Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites EDUC 7054 Corequisites EDUC 7001 Course Description This course provides students with an introduction to a range of qualitative research methods and clarifies these in relation to qualitative methodologies, theoretical perspectives and philosophical debates. The course also addresses data analysis and complex questions of validity and reliability in qualitative approaches.
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) An 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
Recommended ResourcesAtkin, L., & Wallace, S. (2012). Qualitative Research in Education. London: Sage.
Atkinson, P., & Hammersley, M. (2007). Ethnography: Principles in Practice (3rd ed.). London and New York: Taylor & Francis e-Library.
Berg, B. L., & Lune, H. (2012). Qualitative Research Methods for the Social Sciences (8th ed.). Boston: Pearson.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theories and Methods (5th ed.). Boston: Pearson.
Brinkmann, S., & Kvale, S. (2015). InterViews : Learning the Craft of Qualitative Research Interviewing. Los Angeles: Sage Publications.
Bryman, A. (2016). Social Research Methods (5th ed.). Oxford: Oxford University Press.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). Oxon and New York: Routledge.
Corbin, J. M., & Strauss, A. L. (2015). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (4th ed.). Thousand Oaks: Sage.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The SAGE Handbook of Qualitative Research (4th ed.). Thousand Oaks: SAGE Publications.
Elliott, A. (2014). Contemporary Social Theory: An Introduction (2nd ed.). Oxon and New York: Routledge.
Flick, U. (Ed.). (2014). The Sage Handbook of Qualitative Data Analysis. London: Sage Publications.
Glesne, C. (2016). Becoming Qualitative Researchers: An Introduction (6th ed.). Boston: Pearson.
Grbich, C. (2013). Qualitative Data Analysis: An Introduction (2nd ed.). London: Sage Publications.
Hammersley, M. (2013). What is Qualitative Research? London and New York: Bloomsburry.
Hollis, M. (1994). The Philosophy of Social Science: An Introduction. Cambridge: Cambridge University Press.
Inglis, D., & Thorpe, C. (2012). An Invitation to Social Theory. Malden: Polity Press.
Liamputtong, P. (2013). Qualitative Research Methods (4th ed.). South Melbourne: Oxford University Press.
May, T. (2011). Social Research: Issues, Methods and Process (4th ed.). Maidenhead: Open University Press.
O'Donoghue, T. (2006). Planning Your Qualitative Research Project: An Introduction to Interpretivist Research in Education. Oxon and New York: Taylor & Francis e-Library.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousand Oaks: Sage Publications.
Payne, G., & Payne, J. (2004). Key Concepts in Social Research. London: Sage Publications.
Punch, K. F. (2009). Introduction to Research Methods in Education. Thousand Oaks: SAGE Publications.
Rose, G. (2012). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage Publications.
Seidman, I. (2006). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences (3rd ed.). New York: Teachers College Press.
Walter, M. (Ed.). (2013). Social Research Methods (3rd ed.). South Melbourne: Oxford University Press.
Online LearningBeyond the list of references provided, useful resources about qualitative research are available in academic journals. There are various journals dedicated to qualitative research. Most journal articles are available directly via the university library search engine: http://www.adelaide.edu.au/library/
Most notably these journals include:
Qualitative Research http://qrj.sagepub.com/
Qualitative Inquiry http://qix.sagepub.com/
Learning & Teaching Activities
Learning & Teaching Modes
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 SummaryThe course involves lectures, small group activities, discussions and student presentations.
Topics covered address:
1. The foundations of qualitative research
2. Characteristics of qualitative research
3. Qualitative methods and methodology
4. Theoretical perspectives: Postivism/Interpretivism/Critical Inquiry
5. Epistemology: Objectivism/Constructionism/Subjectivism
6. Sampling, ethics, data analysis and validity
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.
No information currently available.
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.
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