This course provides a broad overview of the theory of qualitative research, and examines the basic skills involved in the application of these methods in social research, demography and population studies. Qualitative methods are defined, and their uses and limitations explored. Qualitative methods are compared with quantitative methods, and approaches to the integration of qualitative data are reviewed. Strong emphasis is given to practical exercises in the collection, analysis and reporting of qualitative data. In analyzing textual data, the use of NVivo will be introduced.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- understand and explain the following: the theoretical underpinnings of qualitative methods; the strengths and limitations of qualitative methods; how qualitative methods can be used as a combined method with quantitative methods in social research, demography and population studies research;
- conduct participant observation, develop an observation sheet, analyse and report the results;
- conduct an in-depth interview, develop in-depth interview guidelines, analyse and report the results;
- conduct a focus group discussion (FGD), develop FGD guidelines, analyse and report the results; and
- understand data gathering and data analysis in qualitative research; management and analysis of qualitative data; and how to write up the results of qualitative research.
Required Resources
The prescribed textbook for this course is: Silverman, D. (2018) Doing Qualitative Research, 5th edition. Sage Publications.
Recommended Resources
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos 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/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Staff Feedback
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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
Assessments should not exceed the assigned word (or time, where applicable) limit and should be formatted as per below:
- Use the in-text American Psychological Association (APA) citation format (see for example http://guides.is.uwa.edu.au/apa).
- Where applicable, number pages and use 1.5 spaced typing.
- Always proofread your written work prior to submission.
Students must appropriately cite and reference all sources used in assessment. Failure to do so will result in formal consideration of poor academic performance and/or academic misconduct by the Course Convener. The Course Convener, when deemed necessary, will refer cases to the Academic Standards & Quality Office.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction | |
| 2 | Developing social inquiry using qualitative methods | |
| 3 | Research quality | |
| 4 | Ways of knowing I | |
| 5 | Ways of knowing II | Scoping report |
| 6 | Ways of knowing III | |
| 7 | Qualitative data | |
| 8 | Research in action I | |
| 9 | Research in action II | Interview portfolio |
| 10 | Mixing methods; Real-world impact | |
| 11 | Communicating research | |
| 12 | Conclusion | Research portfolio |
Assessment Summary
| Assessment task | Value | Learning Outcomes |
|---|---|---|
| Scoping report | 20 % | 1, 2, 3, 4 |
| Interview guides | 30 % | 1, 2, 3, 4, 5 |
| Research portfolio | 40 % | 1, 2, 3, 4, 5 |
| Class participation | 10 % | 1, 2, 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
Learning Outcomes: 1, 2, 3, 4
Scoping report
The scoping report (of 1,500 words) is a foundation piece of assessment upon which students build upon over assessments 1-3. This assessment sets out the three settings and topics/issues to be explored in the interview/s, group interview/s and observation/s. Students should provide literature to support their work from methodological and content perspectives. Ethical considerations should be identified and addressed.Methodological aspects of settings and question framing should be considered, as well as careful attention to why each type of data collection varies/is required.
Free and structured time during class is provided to build up exposure to different qualitative data collection techniques.
Students choose research topics/issues of interest in consultation with their course tutor.
The scoping report is to be completed in an essay or report format style and include headings/sub-headings.
The use of tables and/or figures is permitted, but such material must be cited and the source and/or data referenced appropriately.
The scoping report is assessed based on:
- format – style and tone
- ethics – identified and addressed
- methodological aspects – consideration of the different collection types and associated strengths and limitations
- application – discussion of application of collections techniques to exploring topics/issues, including innovation.
1,500 words (excluding references)
(Work within ±10% word count will be accepted without penalty. A 10% penalty will apply to work exceeding this margin)
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4, 5
Interview guides
The interview guides (of 2,500 words) builds on from the scoping report insofar as topic/issues and the scoped data collections (interview/s, group interview/s and observation/s). The purpose of this assessment is for students to develop interview and observation guides (interview/s, group interview/s and observation/s) of questions and characteristics to be examined and explored. Justification for question framing and observations should be clearly explained and supported.
Students should provide literature to support their work from methodological and content perspectives. Ethical considerations should be identified and addressed.Methodological aspects of settings and question framing should be considered, as well as careful attention to why each type of data collection varies/is required.
Free and structured time during class is provided to build up exposure to different qualitative data collection techniques.
Students choose research topics/issues of interest in consultation with their course tutor.
The interview guides is to be completed in an essay or report format style and include headings/sub-headings.
The use of tables and/or figures is permitted, but such material must be cited and the source and/or data referenced appropriately.
The interview guides is assessed based on:
- format – style and tone
- ethics – identified and addressed
- methodological aspects – consideration of the different collection types and associated strengths and limitations
- application – discussion of application of collections techniques to exploring topics/issues, including innovation.
2,500 words (excluding references)
(Work within ±10% word count will be accepted without penalty. A 10% penalty will apply to work exceeding this margin)
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4, 5
Research portfolio
The research portfolio (of 4,000 words) builds on from assessments 1 and 2, with the purpose of this final written piece to showcase student work from scoping, instrument development and description of processes and collection of data. A key feature of this piece is the reflection on the exercise of data collection done in class – the process and lessons learned This piece should be a balance of academic writing and reflective commentary.
Students should provide literature to support their work from methodological and content perspectives. Ethical considerations should be identified and addressed.Methodological aspects of settings and question framing should be considered, as well as careful attention to why each type of data collection varies/is required.
Students choose research topics/issues of interest in consultation with their course tutor.
The research portfolio to be completed in an essay or report format style and include headings/sub-headings.
The use of tables and/or figures is permitted, but such material must be cited and the source and/or data referenced appropriately.
The research portfolio is assessed based on:
- format – style and tone
- ethics – identified and addressed
- methodological aspects – consideration of the different collection types and associated strengths and limitations
- application – discussion of application of collections techniques to exploring topics/issues, including innovation.
4,000 words (excluding references)
(Work within ±10% word count will be accepted without penalty. A 10% penalty will apply to work exceeding this margin)
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4, 5
Class participation
Students are expected to actively engage in class sessions by contributing to discussion.
Students should read the required weekly readings prior to lectures and come to class prepared to make contributions to discussions.
Marks will be awarded for active participation in and substantive contribution to each class session. Assessment is ongoing throughout the semester.
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
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- 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. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
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
Marked assessments and grades (including written feedback, where applicable) will be returned via the course Wattle site.
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
No resubmission of assignments is accepted. Students are encouraged to consult with the course lecturer about an assignment prior to the due date.
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
Convener
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Dr Liz Allen
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Instructor
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Dr Liz Allen
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