Overall Module Pass Mark if other than 40% (subject to approval) %

Transcription

1 MODULE TITLE QUALITATIVE RESEARCH 1 MODULE LEVEL 7 MODULE CREDIT POINTS 15 SI MODULE CODE S MODULE JACS CODE L300 SUBJECT GROUP Sociology, Politics and Policy MODULE DELIVERY PATTERN ( as applicable or give dates for non-standard delivery) NB "Semester 3" ends on 31 July each year LONG (2 semesters) SHORT (1 semester) N-STANDARD DELIVERY Sem 1 & 2 Sem 1 Start Date Sem 2 & 3 Sem 2 End Date Sem 3 MODULE ASSESSMENT PATTERN ( as applicable - also complete Table A, Section 5, below) Single Module Mark with Overall Module Pass Mark of 40% Single Module Mark - Pass/Fail only Up to Three Assessment Tasks with Pass Mark of 40% for each Task and Overall Module Pass Mark of 40% Up to Three Assessment Tasks - Pass/Fail only Other - if choosing "Other" please give further details of assessment pattern in the blank space below. "Other" should be chosen where, for example, a PSRB has specified an overall Module Pass Mark of higher than 40% - if so, give details below and specify higher pass mark. Or, eg, where PSRB has specified an Individual Task Pass Mark of higher than 40% give details in space below and complete final column in Table A, Section 5) Overall Module Pass Mark if other than 40% (subject to approval) % MODULE INFORMATION ( as applicable - also complete Table A, Section 5 Is a timetabled examination required for the assessment of this module? Is a timetabled examination required for the reassessment of this module? Is the module delivered wholly by Distance Learning (ie. not timetabled at SHU) Are any staff who are responsible for teaching on this module non-shu employees? MODULE STATUS ( as applicable to status of module in the context of current proposal) Unchanged: an existing module, presented as unchanged from previous years Modified: an existing module being modified as a result of this validation, eg. changes to delivery or assessment pattern, title, credit weighting etc New: new module to be approved through current validation process If status is 'Modified', please give date when modified version is to be available from Modified Version Available from 01/09/2009 Breakdown of notional study hours by type (Typically requires 10 hours of notional study time for 1 CATS credit) Tutor-Led (Contact Hours) Tutor- Directed Study Self-Directed Study TOTAL STUDY HOURS for this Module OTHER COURSES FEATURING THIS MODULE (please list below) This module is mandatory for all routes in the MRes Social Sciences programme

2 1 AIM OF THIS MODULE To provide an overview of qualitative research methods within the social sciences, examine theoretical debates about the use and development of qualitative research approaches, and equip students to conduct a small qualitative research project, analyse data, and produce a research report. 2 BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE ABLE TO Understand theories and epistemologies for conducting qualitative research in social sciences Participate in current theoretical and epistemological debates concerning qualitative research Distinguish different types of interview, understand and apply the different processes and techniques appropriate to qualitative interviewing, including negotiating access, conducting and transcribing an ethnographic interview Debate issues involved in professional and ethical codes of conduct Generate and reflect critically on different approaches (and personal choices) to the analysis of interviews, select and apply analysis appropriate to the topic and approach 3 EXAMPLES OF THE CONTENT OF THE MODULE The field of qualitative research; theoretical and epistemological basis for qualitative research and use of in-depth interviews; realist and constructionist approaches to qualitative research and treatment of interview material Different types of interview and interview records, e.g. ethnographic, unstructured, semi-structured, vignette, first person commentary techniques, market research Relations between interviews and other types of data gathering Recording and note taking Organisation of qualitative data (including use of software package e.g. NVivo where appropriate) Analytic procedures, e.g. grounded theory, category analysis, content analysis, meaning module and phenomenological approaches, implications of ethnomethodological approaches, discourse and textual analysis, evaluative procedures in interview Detailed consideration of the ethics of interview research, and relationship of interviewer to those interviewed 4 THESE ARE THE MAIN WAYS YOU WILL BE SUPPORTED IN YOUR LEARNING TO ACHIEVE THESE OUTCOMES This module may involve lectures, tutorials, seminars and workshops, and online material including online discussion; blended learning may include cd-rom/dvd and web-based material.

3 You will be required to develop an interview strategy and have the protocol and the proposed analysis approved by tutors. Guided work towards the assessment tasks assists you to consider your motives, approaches and intended outcomes of your research projects. Some in-class activity may be devoted to developing students skills with different modes of interview. At this level student learning requires a high degree of critical reflection and you are encouraged to develop this in class discussion and in communications with tutors. Personal consultation is essential as students progress. Lectures and workshops include use of audio visual materials to highlight the experiences of fieldwork. 5 THESE ARE THE WAYS THAT WILL BE USED TO ENABLE YOU TO DEMONSTRATE YOU HAVE MET THE LEARNING OUTCOMES The assessment for this module requires students to conduct, transcribe, and analyse an ethnographic interview, and produce a report including detailed analysis, 3,000-4,000 words, together with the annotated transcript. It is the report which is marked. Students complete and submit preliminary materials as part of the module, e.g. details of interview(s) to be conducted, approaches to access, ethical and political issues in the research inquiry, via the forms available through the vle. Students will receive verbal and written feedback on these tasks. The learning outcomes require that students examine the theoretical and epistemological basis for decisions made in these assessment tasks. The threshold assessment criteria require students to: Clearly and effectively explain the context and rationale for their choice, and examination of, an interview. Discuss how the interview has been conducted, describe findings from the interview, and display an analysis using suitable analytic methods Show the theoretical understanding which underpins their approach and mastery of theoretical analysis Demonstrate a reflexive alertness to ethical and political issues arising from this task An outstanding report will do all of the above; will engage critically with the methodological and theoretical literature; and address issues arising (such as the implications of codes of ethics for this research, the problematic relationship of researcher and researched, issues of 'representing the other') etc, in ways that display thorough familiarity with current debates and issues in this field, and interactions of analysis and ethics.

4 TABLE A: ASSESSMENT TASK INFORMATION ASSESSMENT TASK % weighting of overall module mark Research report of a single interview study Duration of task / word count / length of exam 100% Y In-module retrieval available? 6 THIS IS HOW YOU WILL BE GIVEN FEEDBACK ON YOUR PERFORMANCE At the each stage in the assessment process you can seek and receive feedback and opportunities for consultation. Students complete an initial project form/ethics review form, followed by preparation of a semi-structured interview aide memoire, to be approved with written or verbal comments before interviewing a participant. Analysis is discussed with tutors and you can submit outlines and pieces of the analysis for comment. Final written feedback is made available (electronically) approximately three weeks after submission of the assessment. 7 THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE Resources including online articles, visual video and audio material, made available through an extensive vle site and via a cd-rom, in addition to key journals and books in learners' own fields. Indicative readings include: Alvesson & Skoldberg (2000) Reflexive Methodology: New vistas for Qualitative Research. Sage Huberman, A. M. and M. Miles (2002) The Qualitative Researcher's Companion. Sage. Lyons E & Coyle A. (2007) Analysing Qualitative Data in Psychology. Sage. Richards, Lyn. (2005) Handling Qualitative Data: A Practical Guide. Sage Seale, C., G. Gobo, J.F. Gubrium and D. Silverman (2007) Qualitative Research Practice (concise paperback edition). Sage Silverman, D. (2004) Doing Qualitative Research: A Practical Handbook. Sage. N Silverman, D. (2006) Interpreting Qualitative Data (3rd ed.). Sage. Silverman, D. (ed.) (2004) Qualitative Research: Theory, Method and Practice (2nd ed.). Sage. Smith, J.A. (ed.) (2003) Qualitative Psychology: A practical guide to research methods. Sage. In practice, needs of students will differ according to their discipline and we encourage students to contribute materials they find helpful to the reading list and (if electronic) to the vle site. The cd-rom is designed for students who may be away from Sheffield and may not always have easy access to the vle site.

5 Denzin and Lincoln's Handbook of Qualitative Research, Seale et al Qualitative Research Practice (full edition, 2004) and Gubrium and Holstein's Handbook on Interview Research: Context and Method are key reference texts for the module. CHECKED Date August 2015 Reason Checked Against SI - correct