EDUC 7020NA - Qualitative Approaches to Research

Ngee Ann Academy - Quadmester 2 - 2017

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.

  • General Course Information
    Course Details
    Course Code EDUC 7020NA
    Course Qualitative Approaches to Research
    Coordinating Unit School of Education
    Term Quadmester 2
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 7054NA
    Restrictions M Ed students only - Singapore
    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 Staff

    Course Coordinator: Dr Julie Matthews

    Dr Julie Matthews
    School of Education
    The University of Adelaide
    Level 8, Room 8.15
    Nexus 10 Building, 10 Pulteney St
    Adelaide, 5005 SA
    Ph: +61 8 8313 1561
    Email: julie.matthews@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    Upon 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
    3, 4
  • Learning Resources
    Recommended Resources
    Bogdan, R. & Bilken, S. (2003) Qualitative Research For Education, An Introduction to Theories and Methods. Boston/Sydney: Allyn & Bacon.

    Burns, R. (2000) Introduction to Research Methods. Melbourne: Longman.

    Bryman, A. (2012) Social Research Methods. Oxford: Oxford University Press.

    Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education. London: Routledge.

    Clifford, J. and Marcus, G. (1987) Writing Culture. Berkeley, University of California Press.

    Burke Johnson, R. and Christensen, L. (2011) Educational Research. Quantitative, Qualitative and Mixed Approaches. Boston: Pearson.

    Burton, D. (Ed.) Research training For Social Scientists. London: Sage.

    Cohen, L., Manion, L. and Morrison, K., (2011) Research Methods in Education. London: Routledge.

    Creswell, J. W., (2008) Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage Publications.

    Crotty, M., (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process. London: SAGE Publications.

    Denzin N. & Lincoln Y. (Eds.) (2012) Handbook of Qualitative Research. London: Sage Publication Inc.

    Glesne, C., (2010) Becoming Qualitative Researchers: An Introduction. Boston: Pearson.

    Grbich, C. (2007) Qualitative Data Analysis. London: sage.

    Hammersley, M (1997) Reading Ethnographic Research. London: Longman.

    Hammersley, M and Atkinson, P. (2009) Ethnography: Principles and Practice. London: Routledge.

    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.

    Patton, M, (2002) Qualitative Research & Evaluation Methods. Thousand Oaks, CA: Sage.

    Payne, G and Payne, J. (2004) Key Concepts in Social Research. London: Sage.

    Rose, G. (2012) Visual Methodologies. London: Sage.

    Shank, G., (2005) Qualitative Research: A Personal Skills Approach. Pearson Merrill Prentice Hall: Upper Saddle River, NJ.

    Strauss, A. and Corbin, J. (1998) Basics of Qualitative Research. London: Sage.

    Weinberg, D. (ed) (2002) Qualitative Research Methods. Oxford: Blackwell.
     
    In addition there are various journals dedicated to qualitative research, which can be accessed via the university website. Most notably these include:

    Ethnography http://eth.sagepub.com/

    Qualitative Research http://qrj.sagepub.com/

    Qualitative Inquiry http://qix.sagepub.com/
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Seminar Paper [outcomes 1,3] : 3,000 words, worth 60% of the total marks.
    The seminar paper will be based on an in-class presentation of one qualitative method or methodology.
    The paper will examine the strengths and weakness of the method or methodology in relation to a educational research problem or issue.

    Essay [outcomes 2,4]: 2,000 words, worth 40% of the total marks.
    The essay will discuss the role of theory in qualitative research.
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.