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:

1. critically evaluate qualitative research paradigms and justify methodological choices within a coherent research design;
2. design and implement qualitative data collection strategies using interviews, focus groups, observation, and/or creative and community-based methods;
3. begin to apply recognised qualitative analytic approaches to interpret data and generate meaningful, theoretically informed insights;
4. demonstrate reflexive and ethical practice across qualitative data collection across many contexts; and
5. 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

Flick, U. (2022). The SAGE Handbook of Qualitative Research Design

This resource is freely available online from the ANU library. Please do not purchase this!

Recommended Resources

Whether you are on campus or studying online, 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 - Qualitative VS Quantitative (L)
2	Developing a social inquiry- Philosophical foundations (L)- Literature reviews, research questions and reflexivity (T)
3	Mechanics of data collection-  Examining paradigms (L)- Interviews/focus groups and design and quality (T)
4	Research in action – I- Qualitative Longitudinal Research and Ethnography (L)- Participant observation (T)	Assessment #1 Scoping report– Due March 20
5	Research in action – II-  Mixed methods (L)- Surveys (T)
6	Research in action – III-  Phenomenology IPA (L)- Case study (T)
7	Research in action – IV-  Community-Based Participatory Research and Decolonising Methodologies (L)- Creative methods (T)	Assessment #2 Data collection guide– Due April 24
8	Making sense through interpretation and writing- Grounded Theory (L)- Narrative Inquiry (T)
9	Making sense of progress- Introduction to interpretation (L)- Store and make sense of data (T)
10	Ethics - Ethics (L) - Ethics in practice and working in fragile contexts (L)
11	Communicating research -Preparing to write up (L)
12	Conclusion/Final Assessment	Assessment #3 Research portfolio– Due May 29

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Scoping report - inquiry foundations and reflexive positioning	15 %	20/03/2026	1, 2, 5
Data collection portfolio - data collection design and pilot data	30 %	24/04/2026	1, 3, 4
Research portfolio – ethics and communication	35 %	29/05/2026	1, 4, 5
Class participation and online discussion forum	20 %	*	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
• Extenuating Circumstances Application
• 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 ‘Canvas’ 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

Scoping report - inquiry foundations and reflexive positioning

Assessment 1 – 15%

Scoping report - inquiry foundations and reflexive positioning

 

Overview

This assessment introduces you to the foundations of qualitative inquiry and will be the foundation for Assessments 2 and 3. You will scope a research topic, identify relevant literature, articulate your research question(s), and reflect on your positionality and philosophical stance. 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.

 

Purpose

-     Develop a clear qualitative research focus

-     Demonstrate understanding of qualitative paradigms

-     Practise reflexive thinking

-     Connect literature, research questions, and methodological choices

 

Task

Submit a 1,500 words (+/-10%) Scoping Report that includes:

 

1. Topic scoping + literature snapshot

-     Identify a social issue or phenomenon

-     Brief review of 6–8 relevant sources

-     Identify gaps or tensions in the literature

2. Research question(s)

-     Draft 1-2 qualitative research questions

-     Explanation of why qualitative methods suit the inquiry

3. Paradigm + philosophical position

-     Identify their paradigm (interpretivist, constructivist, critical, Indigenous, feminist, etc.)

-     Justify how this shapes their inquiry

4. Reflexive positioning statement

-     Positionality

-     Assumptions

-     Relationship to community/participants

-     Early ethical considerations

 

Assessment criteria

-     Clarity and relevance of research focus

-     Integration and interpretation of literature

-     Alignment between paradigm, questions, and topic

-     Depth of reflexive insight

-     Academic writing quality and referencing

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

Data collection portfolio - data collection design and pilot data

Assessment 2 – 25%

Data collection portfolio - data collection design and pilot data

Overview

This assessment develops your practical skills in qualitative data collection. It will build on Assessment 1 and go on to inform Assessment 3. You will design a data collection plan, produce a method-appropriate guide and conduct a small pilot activity.

 

Purpose

-     Apply qualitative methods in practice

-     Demonstrate methodological reasoning

-     Trial data collection and reflect on the process

 

Task

Submit a 2,000 words (+/-10%) data collection portfolio that includes:

 

1. Methodological rationale

-     Choose ONE primary method:

?  Interview

?  Focus group

?  Participant observation

?  Creative/arts-based method

?  Digital ethnography

?  IPA interview

?  CBPR co-design activity

-     Explain why this method fits their research question + paradigm.

2. Data collection guide

-     Depending on method create:

?  Interview/focus group protocol

?  Observation schedule

?  Creative method instructions

?  CBPR co-design activity plan

3. Pilot data (2-3 pages)

-     Short transcript excerpt OR

-     Field notes OR

-     Creative artefact documentation

4. Reflexive field memo

-     What worked?

-     What felt uncomfortable?

-     What needs to change before full data collection?

Assessment criteria

-     Strength of methodological justification

-     Quality and appropriateness of data collection guide

-     Evidence of pilot data collection

-     Ethical awareness

-     Clarity and organisation

 

2,000 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 3

Research portfolio – ethics and communication

Assessment 3 – 35%

Research portfolio – ethics and communication

 

Overview

This final assessment brings together your qualitative project from Assessments 1 and 2. You will begin to interpret your findings, reflect on ethics and communicate your insights.

 

Purpose

-     Practise reflexive and ethical reasoning

-     Communicate findings clearly and appropriately

-     Synthesise learning from the entire course

 

Task

Submit a 3,000 words (+/-10%) data collection portfolio that includes:

 

1. Interpretation and findings

-     Present findings clearly and ethically

-     Integrate literature

-     Attend to voice, context, power

2. Ethics in practice

-     Real ethical dilemmas encountered

-     How they were navigated

-     Trustworthiness, transparency, limitations

3. Communication output

-     Choose ONE:

?  A short research brief

?  A community-facing summary

?  A visual representation (diagram, model, map)

 

Assessment criteria

-     Quality of interpretation

-     Ethical and reflexive insight

-     Effectiveness of communication output

-     Overall coherence and presentation

 

3,000 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

Class participation and online discussion forum

Assessment 4 – 20%

Class participation and online discussion forum

There are two parts to this assessment:

 

-     Participation in the tutorials is a critical part of SOCR 4004/8004. Students are expected to attend lectures and participate during the in-class discussions. Students are expected to have done the readings and to actively engage in class sessions by contributing to discussion. Your participation mark will be released after the last lecture at the end of Semester. You will be marked on your attendance, preparation and participation within class activities. You will be able to ask for feedback on their participation throughout the semester. This part is worth half of the overall 20% for this assessment task.

-     The second part to this task is to post a response to one of the questions posed on the shared Discussion Forum each week. You are required to post ten (10) responses during semester. This part is worth half of the overall 20% for this assessment task.

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students