Module: Research Methods 1 - Qualitative Research

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Research Methods 1 - Qualitative Research
Module Code	EDU1181 (ITS: ED9037)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
NFQ level	10	Credit Rating	20

Description

This module focuses on the theory and practice of qualitative research in education. It challenges students to critically examine the philosophical assumptions of qualitative research and the implications for practice. In doing so, students critically examine ontological, epistemological and theoretical/paradigmatical perspectives of qualitative research so that they can critically reflect on the research questions they ask, the research methodology and methods they employ to answer those questions and on the approaches they adopt in order to understand and interpret those answers.

Learning Outcomes

1. Demonstrate an understanding of the qualitative research process and an ability to make informed, aligned decisions in relation to the design, conduct and interpretation of qualitative inquiry
2. Articulate and justify the ontological, epistemological and theoretical/paradigmatical perspectives adopted in their research study.
3. Distinguish between key qualitative research methodologies and their associated strategies, know when it is appropriate to use them and be able to assess their strengths and weaknesses.
4. Understand and implement a range of qualitative data collection and analysis techniques, know when it is appropriate to use them and be able to assess their strengths and weaknesses
5. Identify appropriate responses to common challenges that qualitative researchers may encounter (e.g. issues of validity and reliability, insider/outsider research, and researcher reflexivity)
6. Identify and critically reflect on ethical issues in qualitative research.
7. Critically evaluate qualitative analyses they encounter in the literature in their field.
8. Create and design a qualitative research study either through a collaborative team or as an individual.

Total Workload: 0

Section Breakdown
CRN	11924	Part of Term	Semester 1 & 2
Coursework	100%	Examination Weight	0%
Grade Scale	PASS/FAIL	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Nicola Broderick	Module Teacher	Alan Gorman, Margaret Leahy

Type	Description	% of total	Assessment Date
Assessment Breakdown
Oral Examination	Debate: a class debate in which assigned groups propose and defend the use of an assigned research stance ontological/epistemological/paradigmatical) to an assigned research problem	20%	n/a
Assignment	Design a qualitative research study	80%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Content
The nature of qualitative inquiry: axioms of qualitative research and their implications for doing research, strengths and limitations of qualitative inquiry, situating qualitative research in relation to other research approaches. Philosophical foundations of qualitative research: continuum of ontological, epistemological, and theoretical/paradigmatical perspectives of qualitative research -what’s out there to know? What and how can we know about it? Situating myself as researcher on this continuum (researcher positionality) Methodologies of qualitative Research: ethnography, case study, action research, phenomenology, narrative inquiry etc. Qualitative research methods: interview, observation, questionnaire, case study, document analysis, visual methods etc Data sources: Primary, secondary, archival Approaches to data analysis: inductive, deductive and abductive approaches; thematic analysis, grounded theory, discourse analysis, etc Challenges in qualitative inquiry: standards of validation and reliability; generalisability, researcher reflexivity, negotiating access and gaining trust etc

Indicative Reading List

Books:

Bingham, A. J., Mitchell, R., & Carter, D. S: 2024, A practical guide to theoretical frameworks for social science research., Taylor & Francis.,
Brinkmann, S. & Kvale, S.: 2018, Doing Interviews, Sage Publications Ltd,
Cohen, L., Manion, L., & Morrison, K.: 2018, Research Methods in Education, 8th, Abingdon, Oxon,,
Creswell, J. &. Poth, C.: 2024, Qualitative inquiry and research design: Choosing among five approaches., Sage publications,
Cresswell, J.: 2018, Research Design., Sage Publications.,
Crotty, M.: 2003, The foundations of social research: meaning and perspective in the research process., Sage Publications.,
Denscombe, M.: 2021, Good research guide: Research Methods for Small-scale Social Research., Open University Press.,
Denzin, N. K & Lincoln,Y. S. (Eds.): 2018, The Sage handbook of qualitative research., Sage Publications., Thousand Oaks, CA,
Hatch, A.: 2002, Doing qualitative research in education settings., Albany, US: State University of New York.,
Lincoln, Y. & Guba, E.: 1985, Naturalistic inquiry., Sage, London,
Rossman, G. and Rallis, S: 2017, Learning in the field., Sage Publications,

Articles:
None

Other Resources

None