Unit rationale, description and aim
The aim of this unit is to develop students’ advanced knowledge and practical skills in qualitative research methods relevant to health science contexts. Students will critically examine key principles of qualitative inquiry, including research paradigms, methodologies, ethics, and design, to support the design and conduct of rigorous qualitative research studies. The unit focuses on critical appraisal, synthesis, and scholarly justification, preparing students for independent research and doctoral-level (PhD) inquiry.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Critically appraise theoretical and philosophical ...
Learning Outcome 01
Critically evaluate qualitative methodologies and ...
Learning Outcome 02
Synthesise advanced qualitative research design pr...
Learning Outcome 03
Critically evaluate qualitative research design fo...
Learning Outcome 04
Integrate ethical, theoretical and philosophical c...
Learning Outcome 05
Content
Module 1: Qualitative Research Paradigms and and Foundations (LO1, LO5)
- Ontology, epistemology, and axiology in qualitative research
- Interpretivism, constructivism, critical theory, pragmatism
- Indigenous and decolonising research paradigms
- Trustworthiness, rigour and reflexivity as foundations of qualitative inquiry
Module 2: Theoretical Perspectives in Health Inquiry (LO1, LO5)
- Role and use of theory in qualitative research
- Inductive, deductive and abductive approaches to theory
- Theoretical perspectives relevant to health research
- Power, inequality and patient-centred perspectives
- Integrating theoretical and philosophical positions into research questions and interpretation
Module 3: Qualitative Methodologies and Epistemological Alignment (LO2)
- Ethnography
- Phenomenology
- Grounded theory
- Discourse analysis
- Case study
- Action research
- Narrative inquiry
- Qualitative descriptive research
- Integration studies (systematic qualitative syntheses)
Module 4: Designing and Evaluating Qualitative Research (LO3, LO4)
- Formulating qualitative research questions
- Alignment of research problem, paradigm and methodology
- Selecting and designing an appropriate qualitative approach
- Sampling and recruitment
- Role of the researcher
- Reflexivity
- Ethical considerations in research design
- Aboriginal and Torres Strait Islander research considerations
- Evaluating and justifying design decisions
Module 5: Data Analysis, Management, and Interpretation (LO2, LO4,)
Principles of qualitative data analysis
- Preparing and organising qualitative data
- Familiarisation with the data
- Coding and categorisation
- Developing patterns, themes and concepts
- Iterative and reflexive approaches to analysis
Approaches to qualitative analysis
- Thematic analysis as the primary approach
- Content analysis
- Narrative analysis
- Discourse analysis
- Framework analysis
- Introduction to methodology-specific approaches, such as phenomenological and grounded theory analysis
Critical evaluation of analytical approaches
- Alignment between research question, methodology and analytical approach
- Strengths and limitations of different approaches
- Consistency between epistemological position and analysis
Interpretation of qualitative findings
- Moving from description to interpretation
- Linking findings with theoretical and philosophical perspectives
- Considering context and researcher reflexivity
- Developing conceptual explanations
Ensuring rigour during analysis
- Reflexive journaling
- Audit trails
- Coding decisions and transparency
- Deviant/negative case analysis
Qualitative data management
- Transcription and data preparation
- Organising and securely storing qualitative data
- Use of qualitative data analysis software (e.g., NVivo)
Module 6: Trustworthiness, Rigour, and Reflexivity (LO3, LO4, LO5)
- Credibility
- Transferability
- Dependability
- Confirmability
- Sensitivity to context
- Triangulation
- Member checking
- Audit trails
- Peer debriefing
- Reflexivity and reflexive journaling
- Evaluating quality and rigour in qualitative research
Module 7: Ethics and and Aboriginal and Torres Strait Islander research
- Ethical principles in qualitative research
- Informed consent
- Confidentiality and anonymity
- Power relationships
- Sensitive topics and participant distress
- Representation, voice and participant narratives
- Data ownership and governance
- Aboriginal and Torres Strait Islander research ethics and guidelines
- Respectful and culturally responsive research
- Cross-cultural ethical considerations
Module 8: Applying and Communicating Qualitative Research (LO4, LO5)
- Evaluating and refining qualitative research designs
- Integrating theoretical, philosophical and ethical considerations
- Integrating qualitative evidence for health practice and policy
- Communicating qualitative research to academic, professional and community audiences
- Translating qualitative findings into practice and policy
Assessment strategy and rationale
To pass this unit, students must demonstrate achievement of the unit learning outcomes and obtain a minimum overall mark of 50%. The assessment strategy comprises two graded assessment tasks that progressively develop students’ advanced knowledge and skills in qualitative research methods, preparing them to undertake scholarly research using a qualitative approach.
Assessment Task 1: Critical Analysis of Qualitative Dataset
Students select one qualitative dataset from a range of provided datasets and critically analyse the data before presenting their findings in real time. The presentation requires students to demonstrate methodological rigour, reflexivity, interpretation of key findings, and communication of implications for health practice, policy or future research.
Assessment Task 2: Qualitative Research Proposal
Students develop a qualitative research proposal that synthesises advanced research design principles, including alignment of the research question, paradigm, epistemology, methodology and methods, as well as relevant ethical considerations and Aboriginal and Torres Strait Islander research guidelines where applicable. Students demonstrate reflexivity and develop a rigorous and ethically appropriate design for an independent research project.
Overview of assessments
Assessment Task 1 Critical analysis of qualitativ...
Assessment Task 1 Critical analysis of qualitative data set
Students select one qualitative dataset from a range of provided datasets and critically analyse the data before presenting their findings in real time. The presentation requires students to demonstrate methodological rigour, reflexivity, interpretation of key findings, and communication of implications for health practice, policy or future research.
45%
Assessment Task 2: Qualitative Research Proposal ...
Assessment Task 2: Qualitative Research Proposal
Students develop a qualitative research proposal that synthesises advanced research design principles, including alignment of the research question, paradigm, epistemology, methodology and methods, as well as relevant ethical considerations and Aboriginal and Torres Strait Islander research guidelines where applicable. Students demonstrate reflexivity and develop a rigorous and ethically appropriate design for an independent research project.
55%
Learning and teaching strategy and rationale
This unit uses an active learning approach to support students in developing knowledge and skills essential to the discipline. Students engage with content through a range of resources and activities, including case studies, qualitative data analysis exercises, guided activities and asynchronous discussions. Students have opportunities to learn independently, collaboratively and asynchronously, supporting flexibility in how they engage with the unit. Active learning activities enable students to practise and apply qualitative research concepts in situations relevant to their future professional and research contexts. Activities encourage students to bring their own examples, demonstrate understanding and application, and engage constructively with peers. Students receive regular and timely feedback on their learning, including information on their progress.