Qualitative Methods in Social Research
| Module title | Qualitative Methods in Social Research |
|---|---|
| Module code | POLM063 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Dr Eva Thomann (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 42 |
|---|
Module description
This module will provide you with an overview of the different disciplinary traditions and theoretical underpinnings of qualitative research, as well as a comparative perspective on qualitative research across disciplines and in relation to quantitative methods. It will train you in a range of core methods relevant to the social science sub-disciplines, including an appraisal of their respective strengths and weaknesses, with a focus on the challenges of data collection and analysis.
Module aims - intentions of the module
This module aims to
- equip you with the theoretical understanding and practical skills to apply core qualitative methods used across the different disciplines of the social sciences;
- familiarise you with key critical perspectives on the application of qualitative methods; and
- teach you how to take field notes, write up and present results and satisfy research ethics requirements.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate in writing a detailed awareness and comprehension of the diversity of evidence utilized in social research using qualitative research strategies;
- 2. recognize in writing and orally the relevance and significance of different forms of knowledge;
- 3. recognize and evaluate in writing the diversity of specialised qualitative techniques and approaches involved in collecting research information;
- 4. critically evaluate in writing and orally the issues involved in the application of qualitative research designs in the context of the social sciences (both in theoretical and practical terms);
- 5. demonstrate skills in the general principles of research design, data collection and management;
- 6. show awareness of the specificities of data and data collection strategies when using qualitative research methods;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. recognize and be able to critically discuss orally and in writing the contested and provisional nature of knowledge and understanding;
- 8. identify and evaluate orally and in writing comprehensive approaches to problem-solving;
- 9. systematically synthesize information in writing and orally;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. apply complex ideas and concepts to new situations in writing;
- 11. demonstrate a systematic; and rigorous approach in writing to accuracy, precision and uncertainty;
- 12. use ICT effectively and appropriately to locate and extract data from a variety of online sources;
- 13. undertake independent/self-directed learning (including time management) to achieve consistent, proficient and sustained attainment;
- 14. critically reflect on the process of learning and evaluate personal strengths and weaknesses;
- 15. develop the ability to study independently and work in groups;
- 16. develop the ability to deliver presentations to peers, communicate effectively in speech and writing; and
- 17. write professional reports and to disseminate research findings accordingly
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
Introduction
Ethics
Case selection and the comparative method
Process tracing
Qualitative Comparative Analysis (QCA)
Historicism and Interpretivism
Discourse and content analysis
Interviews
Focus groups
Participatory research
Ethnography
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | 11x 2 hour seminars (lectures and student presentations) |
| Guided independent study | 40 | Directed readings |
| Guided independent study | 20 | Preparation of presentation |
| Guided independent study | 68 | Coursework completion - conducting research, analysing data, writing the finished product |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Essay plan | 500 words | 1-11 | Either orally or in writing as preferred by student |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 0 | 40 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 60 | 3000 words | 1-17 | Written feedback |
| In-class group presentation (groups of 2 or 3) | 20 | 15 minutes | 1-17 | Written feedback |
| Written critical appraisal of empirical example study | 20 | 1000 words | 1-17 | Written feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay (3000 words) | Essay (3000 words) | 1-17 | August/September reassessment period |
| In-class group presentation (groups of 2 or 3) | Individual oral presentation to module convenor (15 minutes) | 1-17 | May/ June |
| Written critical appraisal of empirical example study | Written critical appraisal of empirical example study (1000 words) | 1-17 | May/ June |
Indicative learning resources - Basic reading
Key readings
Lijphart, A. (1971) 'Comparative politics and the comparative method', American Political Science Review 65(3): 682-693.
Blatter, J. and Blume, T. (2008) 'In Search of Co-variance, Causal Mechanisms or Congruence? Towards a Plural Understanding of Case Studies', Swiss Political Science Review 14(2): 315-356.
Berg-Schlosser, D., De Meur, G., Rihoux, B. und C. C. Ragin (2009). „Qualitative Comparative Analysis (QCA) as an Approach“. In: Rihoux, B. und C.C. Ragin (Hrsg.). Configurational Comparative Methods.
Bevir, M. (1999) The Logic of the History of Ideas. Cambridge University Press, pp. 127-142.
Van Dijk T. (1993) Principles of Critical Discourse Analysis. Discourse & Society 4(2): 249-283.
Indicative learning resources - Web based and electronic resources
http://www.compasss.org/about.htm
http://www.qualitative-research.net/index.php/fqs
https://www.maxwell.syr.edu/moynihan/cqrm/APSA_s_Qualitative_and_Multi-Method_Research_Section/
Indicative learning resources - Other resources
http://vle.exeter.ac.uk/mod/resource/view.php?id=168656/
You can find lots of advice relating to essay writing at:
http://www.services.ex.ac.uk/cas/employability/askills/essay/index.htm
You can also find other useful advice related to general study skills at: http://www.services.ex.ac.uk/edu/student-learning-skills/resources.shtml
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/10/2009 |
| Last revision date | 22/12/2017 |
