MCR8033 : Qualitative Research (E-Learning)
- Offered for Year: 2024/25
- Module Leader(s): Dr Alison Clapp
- Lecturer: Dr Devashish Ray
- Owning School: Pharmacy
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
1. To introduce students to the concept of qualitative research and the situations in which it is useful
2. To discuss different methods of sampling in qualitative research
3. To provide strategies and experience of interviewing techniques and considerations
4. To provide students with experience of thematic data analysis in qualitative research
5. To provide a critical platform to judge the ethics of qualitative research
6. To provide knowledge of ethnography, phenomenology and grounded theory methodologies
7. To provide knowledge of alternative methods of data collection and analysis in qualitative research
Outline Of Syllabus
1. What is qualitative research and what are the situations in which it is useful? Social versus scientific research; research questions; epistemology and ontology; data and methods; quality and rigour.
2. Sampling in qualitative research: access; representation; generalizability; sampling approaches
3. Interviewing techniques and considerations: interviews and focus groups; interview schedules; conduct during interviews; sensitive topics; researcher safety
4. Thematic analysis: steps in analysis, coding: key steps; memos; assumptions; paper-based analysis and computer-assisted analysis
5. Ethics: codes of practice; researcher responsibilities; permissions; harms and benefits; gatekeepers
6. Ethnography: access, the role of the ethnographer, making field notes, writing the report
7. Phenomenology: making sense of lived experiences; interpretive phenomenological analysis
8. Grounded theory analysis: theoretical sampling, coding, theoretical saturation, constant comparison; categories, processes and outcomes
9. Language-based approaches to qualitative data analysis: discourse analysis, conversation analysis; narrative analysis
10. Other methods in data gathering and analysis: using documents; enhancing interviews: video and photo-elicitation
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 2 | 32:30 | 65:00 | N/A |
| Guided Independent Study | Directed research and reading | 10 | 7:00 | 70:00 | Online content |
| Guided Independent Study | Skills practice | 1 | 5:00 | 5:00 | Software use |
| Guided Independent Study | Student-led group activity | 5 | 1:00 | 5:00 | N/A |
| Guided Independent Study | Independent study | 10 | 3:00 | 30:00 | Supplemental reading |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 5 | 1:00 | 5:00 | Synchronous webinar |
| Guided Independent Study | Online Discussion | 10 | 2:00 | 20:00 | N/A |
| Total | 200:00 |
Jointly Taught With
| Code | Title |
|---|---|
| MCR8034 | Introduction to Qualitative Research (E-learning) |
Teaching Rationale And Relationship
The module will be delivered by e-learning via Canvas VLE. The curriculum will be delivered through a series of guided learning opportunities including e-based lectures and discussion boards. Students will be asked to prepare paperwork for formative and summative assessment and will submit their work for assessment via Canvas VLE. The formative work will include collaborative activity which will feed-forward onto the summative work. The work for summative assessment will use the knowledge acquired, their individual feedback, notes and other sources. After submission, feedback will be given to the students electronically. The course material will provide students with knowledge on the research methods, skills and ethical dilemmas using qualitative methodologies. The assessments will enable students to apply this knowledge in a practical manner.
Critical appraisal, data interpretation and other scientific communication skills will be practised in on-line individual activities. Collaborative discussion board interaction will encourage the students to reflect on their learning. All these activities relate directly to the learning outcomes above.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Oral Examination | 1 | M | 50 | Submission of recorded presentation no more than 15 minutes long (Max 15 slides) |
| Essay | 1 | M | 50 | Essay (Max 1500 words) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | 1 page plan: Formative and collaborative work submitted prior to assessment week will feed forward to presentation |
Assessment Rationale And Relationship
The formative assessment will feed forward to the presentation and help develop student skills planning and carrying out the basic techniques of qualitative research (interviewing and thematic analysis)
The presentation develops skills in presenting to an audience as well as developing reflective and critical thinking abilities. It also tests ability to discuss the subject critically as well as application of knowledge and understanding in its’ requirement for reflection on actions.
The written exercise (essay) develops critical thinking skills as well as further knowledge and understanding in the application of the course content.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MCR8033's Timetable