This module aims to: \ -develop and advance students’ understanding of qualitative research; \ -introduce contemporary qualitative research designs across a range of disciplines; \ -develop awareness and understanding of the variety of epistemological perspectives which underpin qualitative approaches to social inquiry; \ -examine the ethical principles, implications and dilemmas of qualitative research; \ -develop understanding of the nature, methods and application of qualitative research;\ -develop skills in qualitative methods of data collection and analysis; \ -consider different approaches to qualitative report-writing; \ -encourage students to cultivate a critical and reflexive approach to research practice.

Outline Of Syllabus

The module explores the relationship between epistemologies and a range of techniques that make up qualitative methods. Students are introduced to a wide range of topics and approaches drawing from arts, humanities and social sciences subjects. \ \ The modules is taught through a mix of lectures and workshops which provide both a formal introduction to the substantive issues raised by qualitative methodologies, and are an opportunity to examine their application through interactive exercises and discussion.

Teaching Methods

Teaching Activities

Category	Activity	Number	Length	Student Hours	Comment
Scheduled Learning And Teaching Activities	Lecture	27	1:30	40:30	Some of these sessions will be offered as live synchronous webinars
Guided Independent Study	Directed research and reading	50	1:00	50:00	N/A
Guided Independent Study	Independent study	1	109:30	109:30	N/A
Total	200:00

Teaching Rationale And Relationship

The module is blended and comprises flipped classroom-style options, present-in person lectures and directed online reading & activities (via Canvas). Students are introduced to the epistemological, methodological and ethical principles of qualitative research in a formal way and all lectures and online reading & activities are informed by contributors' current research interests and refer to current and contemporary research work to illustrate and focus the issues raised. \ \ In all modes of delivery, a variety of contents are accessible online for students ahead of /immediately after any in-person structured interactions: this is important, given the diversity of the student body in terms of disciplinary background and familiarity with terms & concepts. This appeals to those both new to or familiar with topics and provides students with a personalised learning experience to suit their needs and interests.\ \ The workshops encourage students to critically apply these insights to the contingencies of research practice, and to consider a variety of strategies for overcoming fieldwork, analytical and organisational difficulties.\ \ Allocated periods for independent and guided reading allow students to develop and refine their academic understanding of qualitative research practice, and encourage them to embed their research skills in classic and contemporary epistemological and methodological literature.\ \ This overall teaching & learning approach combines the advantage of accessible modes of knowledge delivery, which allow students to learn at their own pace, with opportunities for interdisciplinary and interpersonal communication.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Description	Semester	When Set	Percentage	Comment
Essay	2	A	70	3000 word critical methodological review
Reflective log	2	M	30	Approx. 1 A4 page per teaching week

Assessment Rationale And Relationship

The critical methodological review encourages students to reflect on the nature of current research practice and assess and appraise its efficacy in terms of epistemological assumptions, ethical principles, values and politics of research practice, and methods of data collection. Through review, students are able to develop skills in communicating and present arguments in relation to the adequacy of qualitative research practice at the level of analysis and interpretation, as well as policy impact and relevance.\ \ The reflective log is a curated and annotated record of weekly thought processes towards writing the essay. It may include amongst other things: reflections on lectures, annotated readings, significant quotations, images, mind maps, glossaries of definitions etc.

Reading Lists

HSS8004's Reading List

Timetable

Timetable Website: www.ncl.ac.uk/timetable/
HSS8004's Timetable