This course provides the student with the principles of qualitative approaches to health research. A core component of this course is training in analytic thinking as it is applied to qualitative methodologies and health research more generally. Students will acquire knowledge in the foundations of qualitative research as well as practical qualitative methods, such as interviews, observation, document analysis and focus groups. Students will be expected to participate in exercises designed to enhance skills and techniques throughout the course.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand the qualitative approach in health research;
2. Evaluate qualitative and mixed methods research;
3. Understand the relationship between research design and research methods;
4. Conduct their own qualitative research;
5. Develop a detailed qualitative research proposal.

Research-Led Teaching

This course is designed to provide students with an introduction to qualitative methodologies and research design using qualitative methods. In addition to readings and lectures students will design and pilot a research project during the semester.

Recommended Resources

Recommended student system requirements 

• ANU courses commonly use a number of online resources and activities including:
• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• feedback to whole class (face-to-face and via Wattle)

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

DELIVERY

Flipped classroom –

A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it with the teacher in a tutorial. This is the reverse of the more common practice of introducing new content in the classroom, then assigning activities and homework. Complete your lectures and readings before attempting the weekly activities. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Social and cultural understandings of health and wellbeing
2	Qualitative research in health
3	Research design in qualitative methodologies
4	Sampling strategies and ethics
5	Interview method
6	Interview method	Research journal term 1
7	Focus group method
8	Observational method	Pilot research proposal assignment
9	Text and visual methods
10	Data management and analysis
11	Data management and analysis
12	Writing a proposal	Research journal term 2

Assessment Summary

Assessment task	Value	Learning Outcomes
Participation	5 %	1,2,3
Research journal	20 %	1,2,3
Pilot research proposal assignment (interview)	30 %	1,3,4,5
Research proposal	45 %	1,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Participation

Your engagement in this class depends entirely on you. I will do my best to make the lectures and class activities a thought-provoking and engaging experience. It is up to you to keep up with the weekly lectures, readings and activities. You will benefit from weekly engagement because you’ll enjoy the class a great deal more, develop your understanding and learn from your peers. This class has 5% of the marks attached to engagement which comes from participation in the online research forum. This includes not only posting your own reflection but showing that you are reading and responding to ideas presented by your classmates.

The date range for this task comprises the start to end of the semester.

Assessment Task 2

Research journal

Students will keep a personal research journal of weekly memos that provide critical reflection on the themes and issues covered in the required readings, lectures, and class activities. One suggested structure for your journal is to write about 3 things you learned from readings and class, 2 things you still want to learn, and 1 question you have. The weekly journal entry should be approximately 200-300 words. The memos should demonstrate a critical engagement with the course content and required readings rather than merely summarizing the main points. Completed each week and assessed at the end of each term (after week 6 and week 12).

Rubric

	High Level of Expression	Medium Level of Expression	Adequate Level of Expression	Low Level of Expression
Demonstrate that you have understood the central issues addressed by the various weekly readings, lectures and activities	In-depth knowledge and understanding of subject material	Good knowledge and understanding of subject material	Some knowledge and understanding of subject material	Omissions in knowledge and understanding of subject material
Developing skills in reflection, analysis, and writing	Excellent demonstration of reflective writing skills.	Good demonstration of reflective writing skills.	Some demonstration of reflective writing skills.	Low level of demonstration of reflective writing skills.

Assessment Task 3

Pilot research proposal assignment (interview)

This assignment allows students to begin structuring their research proposal (assignment 3), design and pilot the interview method, and receive feedback. Students will design a project and data collection methods in order to pilot the project with consenting participants. In developing a qualitative project and piloting the data collection methods students will be required to produce: a preliminary research proposal including a research question and method of data collection (interview), consider ethical requirements of the proposed study, draft an interview schedule, conduct a pilot interview and reflect on the research design in light of the pilot. Proposals will be approximately 3000 words in length. Submit via Turnitin on the class Wattle site. Feedback received in writing. Due 24 April. 

Rubric

Introduction/literature review, study question and rationale	·  Background research and literature review is assessed and summarised in relation to the study ·  The importance of the study is introduced and described to the reader ·  Clear reasoning on the rationale for the study. ·  Inclusion of the qualitative research question/s
Methods and Ethics	Methods and Ethics ·  Introduce the overall methodological approach for investigating your research problem (i.e qualitative) and indicate how the approach fits the overall research design ·  Describe the pilot interview method ·  Provide a summary and rationale for participant selection and sampling (i.e who was sampled and why) Description of the ethical considerations involved in designing and conducting this pilot interview.
Reflections	Reflection on how your trial interview went. How was the process? Were the interview questions appropriate to your research question? What about the research question? That is, what you would use again, what you would change and what you would expand, and why. Provide meaningful suggestions about what you would like to work on in preparation for your final assignment.
Appendices and transcript	·  Participant information and consent form ·  Interview schedule includes qualitative questions that clearly relate to the research question. ·  The interview transcript is typed in standard form enabling clear differentiation between the interviewee and interviewer.
Writing and citations	· Use of appropriate English grammar, spelling and punctuation. Conforms to referencing standards

Assessment Task 4

Research proposal

This assignment builds on assignment 2. Students will receive formative feedback from the lecturer on assignment 2 which should be incorporated into assignment 3. Using skills developed throughout the semester students will write a research proposal including five main sections detailing a brief introduction/literature review, study rationale, pilot findings, research design and ethics. Proposals will be approximately 3000 words in length. Submit via Turnitin on the class Wattle site. Feedback received in writing. Due 8 June

Rubric

Title, introduction/literature review	· Background research and literature review is assessed and summarised in relation to the study · The importance of the study is introduced and described to the reader
Study question, rationale	· Clear reasoning on the rationale for the study · Inclusion of the qualitative research question/s
Pilot	Background pilot is summarised and helps to provide a context for why and how the current project/question is being investigated.
Design section opening	· Introduce the overall methodological approach for investigating your research problem (i.e qualitative) and indicate how the approach fits the overall research design.
Sampling design	· Describes the population from which the sample will be drawn · Describes and justifies the sampling method including the sampling frame used.  · Describes characteristics of the selected sample Describes the sampling procedure and how they will be recruited to the study.
Ethics	Description of the ethical considerations involved in designing and conducting this research.
Data collection method/s design	· Description of what specific qualitative data collection techniques will be used, and rationale given to connect the relevance of the techniques used to the research question or problem. · Choice of methods should derive logically from the research problem/question Relevance of planned data collection methods to answer the research question/justification for using the design and approach
Data collection method/s innovation	Innovation and extension beyond the pilot project.
Appendices	Draft data collection tools which match the approach described above and the overall research question
Writing and citations	· Use of appropriate English grammar, spelling and punctuation. Conforms to referencing standards

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments will be returned via Wattle

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmission is not permitted

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students