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Social Science
Analyse this image
(a semi-structured group interview, Zimbabwe , 30 Jan. 1991)
SS5103 Qualitative Methods in Social Research is a module that seeks to introduce you to the epistemological underpinnings of qualitative research, develop your knowledge of a variety of methods of qualitative data collection and analysis, give you practical experience of research and enable you to design and undertake your own independent projects in future.
Some students may feel more familiar with quantitative approaches (see SS5104 Quantitative Methods). These usually pose a number of closed questions, draw on a large, scientifically representative sample then employ statistical methods to analyse those data in order to describe general patterns within a population as a whole. Qualitative methods by comparison, have a more open approach to data collection and utilise largely non-numerical methods of analysis. Rather than seeking to survey statistically significant proportions of a population, they often draw smaller samples and seek to investigate in greater depth and quality, empirical cases that may provide insight into the meanings underlying generally observable patterns. While quantitative and qualitative methods have different epistemological underpinnings, they are not necessarily mutually exclusive.
Through a programme of lectures, readings, seminars, class and field-based practicals SS5103 offers both a theoretical and practical introduction to qualitative research. Although this short course cannot address every contemporary qualitative technique, it covers a good selection of the most commonly used. The module is committed to providing you with ‘hands on' experience of using the techniques as the best means to ensure effective learning. Some practical exercises will be completed in the classroom while others will evolve you undertaking fieldwork in the local environment. We will endeavour to orientate each practical exercise towards the study of a single common theme/topic so that you can compare and contrast the different techniques and the data they generate and interpretation they enable.
You will also participate in an ongoing real research project – which aims to collect and archive the oral histories of local elderly people.
Learning Objectives:
- To introduce students to the basic principles of qualitative research.
- To give students an awareness of a broad range of qualitative research techniques.
- To give students practical experience of undertaking qualitative data collection.
- To help students to collectively generate a qualitative dataset that is part of a real and evolving research project.
- To give students practical experience of some methods of qualitative data analysis and presentation.
- To raise the issue of ethics in qualitative research.
- To encourage students to make connections between the empirical, methodological and epistemological issues involved in conducting fieldwork and to reflect critically their own experience.
- To further develop student's teamwork, oral, and written skills.
Learning Outcomes:
Students who perform well in this module will:
Demonstrate knowledge of:
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The basic epistemological underpinnings of qualitative research,
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A range of qualitative techniques.
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Some of the practical challenges of undertaking fieldwork.
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Various methods for the analysis and presentation of qualitative data.
- The empirical issue under investigation.
Have developed the following skills :
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The ability to make an informed choice about the appropriate use of qualitative research methods.
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The capability to work independently and as part of a team.
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The competence to collect qualitative data ‘in the field'.
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The competent preparation of field notes and research.
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The aptitude to analyse qualitative data manually and using computerised data management packages.
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The capacity to critically reflect on both the content and process of a research project and to identify potential ethical issues.
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The ability to lead a stimulating seminar discussion.
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The proficiency to write about qualitative research in a clear and concise manner.
Lectures:
We will deliver only a small number of lectures introducing the basic ideas. The module is designed as a seminar and practical based class that promotes student centred learning. We see our role primarily as facilitators of your self-motivate and proactive learning.
Reading:
Each session has a number of suggested readings: You have the responsibility to utilise the set reading and to search for other appropriate sources. You should read a selection of the set reading before each meeting of the class. Feel free to work in groups and share notes as a way to cover a wider selection. These readings will form the basis for discussion.
Discussion:
We will all enter into discussions of the set reading materials. However, some seminars will be “student led”. You will work as part of a group to present a review of that week's topic. You group's performance will be assessed.
Participation:
Tutors will set you various simple practical tasks to complete within class that will help you develop your hands-on understanding of qualitative methods.
Fieldwork:
Will be an important element of this module. With colleagues, you will be required to undertake a number of tasks in class and the field.
Lab Classes:
We will introduce you to the principles of qualitative data analysis and will lead you through both manual and computer based means of non-numerical, unstructured data indexing, storage and theorising.
A group students participate to generate a diagram representing their attitudes towards elderly people in St Andrews |
A team of students conduct a focus group in which they ask their peers about their attitudes towards elderly people in St Andrews . |
Introduction
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To faculty/module/qualitative methods/topic: “the elderly in society”
- You introduce yourselves and organise presentation groups
- Reflection on previous modules & some ethical dilemmas
- Discussion of subject positions in the field (gender/race/class etc)
- *Between sessions – keep a weeklong observation diary*
Ethnography & participant observation
- In theory: STUDENT LED seminar based on readings
- In practice: reflection on your week-long field diary
Participatory approaches and diagramming
- In theory: STUDENT LED seminar based on readings
- In practice: In-class diagramming session
Interviewing and life histories
- In theory: STUDENT LED seminar based on readings
- In practice: In-class interviewing
FIELDWORK - Oral History interviewing - and Transcription of taped interviews
Texts, documents, archives, language & discourse (Session in LIBRARY)
- In practice: document analysis and interpretation exercise
- In theory: discussion of readings on archives
Analysis I : Introduction to the analysis of qualitative data.
- Reflection on fieldwork
- Coding, interpreting, analysing, triangulation, verification, rigour
- Theory building
Analysis II: An introduction to NVIVO
- NVIVO lab class
Writing up qualitative research:
- Discussion of the different methods of writing qualitative accounts (within and between disciplines) plus use of case studies and mixed methods.
Assessment:
1. Un-assessed tasks
You must undertake several related tasks as an individual (I) and as part of a pair or group (G) in order to obtain Permission to Proceed in this module as well as gain the most from the course. Most are not directly assessed but all will affect your ability to write a competent final assessed report.
- Undertake the prescribed reading - and a selection of the rest (I+G).
- Attend classes; participate in discussions + practical activities (I+G).
- Keep a one-week participant observation research diary (I).
- Confirm interview/respondent details (G).
- Use the group's interview transcripts for the analysis session (learning NVIVO (I + G)
2. Assessed task
There will be three pieces of assessed course work for this 15-credit module ( no examination).
Student led seminar (30% of the available marks)
Working in a group, prepare and lead a seminar (topics in weeks 3-5). The group will have 30 minutes to present a critical review of their technique/topic. You should draw out the key themes/issues and make a critical evaluation of the readings and the methods describe. A variety of formats can be employed: e.g. PowerPoint presentation or group discussion etc. Each group member can discuss a reading or theme or the group can assign roles (e.g. 1 presenter). Each group member will receive the same grade whatever his or her role. Marks will be awarded primarily on the basis of the quality of content, but quality of presentation will also be considered (see SS5000 marking scheme). NOTE: faculty will encourage students to select a topic with which they are not that familiar e.g. Anthropologists should not expect to do the session on ethnography.
Interview and transcription (10% of the available marks)
Working in a group, conduct a 1-2 hour oral history interview with a senior citizen and transcribe your interview tape
Essay (60% of the available marks)
2000 words (Max) - An essay that critically assesses a significant aspect of qualitative research in social science, drawing on both literature and personal experience gained during the course (see next page)