Module: Applying Qualitative Approaches to Educational Research

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Applying Qualitative Approaches to Educational Research
Module Code	IE602 (ITS) / EDU1061 (Banner)
Faculty	DCU Institute of Education	School	Human Development
Module Co-ordinator	Audrey Bryan
Module Teachers	Gillian Lake
NFQ level	9	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
The student may resubmit the assignment within an agreed time-frame

Description

This module focuses on the rationale for and application of qualitative methodology to research problems in education. It challenges students to interrogate the epistemological and ontological principles underpinning qualitative research and the implications of adopting an interpretivist world view in research. Research traditions and paradigms are examined and popular qualitative approaches (including ethnography, phenomenology, narrative inquiry, grounded theory) are explored, from which the strengths, limitations and potential complementarity of each are reviewed. Examples of qualitative data analysis are introduced and considered with regard to trustworthiness, credibility and dependability. Students are encouraged to examine the applicability of various options/combinations of options to their research in the context of existing knowledge and skills, and personal/professional commitments, interests and ambitions.

Learning Outcomes

1. Evaluate one’s philosophical stance and the extent to which this is compatible with a qualitative approach to research
2. Distinguish between key approaches to qualitative research, their associated strategies and the nature of the processes of inquiry that each
3. Identify appropriate responses to common challenges that qualitative researchers may encounter (e.g. issues of access; ethics, insider/outsider research position, bias and subjectivity)
4. Critically evaluate an example of qualitative analysis and consider what features may or may not be appropriate for one’s proposed study.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	15	Active engagement in class and group-based discussion and critique of course content.
Online activity	30	Synchronous and/or asynchronous participation in online classes, discussion fora and/or critical review of relevant research recommended by the tutor(s).
Independent Study	50	Reading and critical review of literature relevant to the module.
Debate	30	Active participation in, and contribution to, a class debate in which assigned groups propose and defend the use of one or more qualitative research approaches to a pressing educational problem or challenge.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Common approaches to qualitative research: The strengths, uses and limitations of each...

Common research strategies/tools: Interviews - elite, group/focus, informant..; observations - participant, structured..

Data sources: Primary, secondary, archival... - challenges and opportunities presenting...

Data collection: Skills required; piloting; time factors; dependence on participants; ethics....

Data analysis and review: Differing approaches, skills depending on nature of inquiry; challenges and opportunities...

Trustworthiness, saturation and generalisability: Implications for policy and practice

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Completion of online activity	Students are required to engage in learning activities and discussions online. These activities will include: 1. Online responses to 4 overriding guiding questions which are specifically linked to the module learning outcomes 2. Weekly reflections on learning and relevance to/implications for one’s own research design and study	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Bell, Judith: 2010, Doing your research project: a guide for first-time researchers in education, health and social science, 5th, Open University Press, Berkshire,
Burns, R. B.: 2000, Introduction to Research Methods, 4th, Sage, London,
Clough, P. & Nutbrown, C.: 2002, A student's guide to methodology, Sage, London,
Cohen, L., Manion, L., & Morrison, K.: 2011, Research Methods in Education, Routledge, New York,
Creswell, J. W.: 2007, Qualitative Inquiry and Research Design: Choosing among 5 approaches, Sage, Thousand Oaks,

Other Resources

31379, Extended reading list, 0, Available at commencement of module,

INDICATIVE CONTENT: • Axioms, epistemologies, ontologies and theoretical perspectives associated with qualitative research • Exploration of research traditions and paradigms • The significance of research questions with respect to research design through to the contribution of knowledge in qualitative doctoral research • Popular research approaches as frameworks in qualitative research: phenomenology, narrative inquiry, action research, ethnography, case study and grounded theory – the strengths, uses and limitations of each • Approaches to qualitative analysis – challenges and opportunities • Internal coherence in doctoral research – positioning reflexivity and acknowledging bias