Year
2024Credit points
10Campus offering
Prerequisites
SOCS100 Introduction to Sociology OR SOCS101 Global Society and Change OR DVST100 Introduction to International Development Studies OR SOCS108 - Contemporary Society and Change
Unit rationale, description and aim
Multiple modes of research, including social research, require professionals skilled in qualitative research methods.
This unit introduces students to qualitative research methods. Qualitative data aims to answer questions about the various meanings of social and cultural life for individuals and groups. Through various methodologies, students will become familiar with how people tell stories about their lives through rich textual descriptions collected through interviews, observations, and online content such as blogs. Students will also learn how social scientists such as sociologists weave these data into answers to research questions in the creation of sociological knowledge and social policy. The unit will situate qualitative data and methodologies in the research process: inclusive of questions, design and methodologies for qualitative data collection, analysis of data and interpretation, and the importance of ethics. Questions of reliability, validity, ontology and epistemology will be explicitly discussed. Students will also learn the value of qualitative data collection and analysis in the design, evaluation, and administration of social policy for the benefit of individuals and groups.
The aim of this unit is to equip students with the knowledge and skills needed to conduct qualitative research.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate knowledge and understanding of the varied approaches to qualitative data collection, analysis, evidence-based practice evaluation relevant to the sociological perspective and social problems | GC1, GC2, GC7, GC8, GC11, GC12 |
| LO2 | Design a project and apply qualitative methods to illustrate, test, and measure sociological theories and concepts | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC10, GC11, GC12 |
| LO3 | Construct an evidence-based sociological argument that includes some terms specific to qualitative methodologies in sociology | GC1, GC2, GC3, GC7, GC9, GC11 |
| LO4 | Critically assess different qualitative approaches and tools applied to sociological and social problems including research ethics | GC1, GC2, GC3, GC7, GC8 |
| LO5 | Apply basic evaluative techniques to relevant local and/or international case-studies. | GC3, GC6, GC7, GC8, GC9, GC10, GC11 |
Content
In this unit students will examine key ideas and research methodologies associated with qualitative social research inclusive of:
- Qualitative data collection and design (all of the following)
- The research process and the philosophy of the social sciences: ontology, epistemology, and the relationship between data and theory
- Advantages and disadvantages of qualitative methods and data
- Formulation of ethical research questions and research design
- Qualitative Research Methods (at least four of the following)
- Ethnography
- Structured and unstructured interviews
- Focus groups
- Case studies
- Visual studies
- Life histories
- Content analysis
- Unobtrusive approaches
- Participatory Research (all of the following)
- Ethical protocols for research with people
- Current directions in researching with Indigenous and First Nations groups in Australia and Global settings
- Aboriginal and Torres Strait Islander methodologies for qualitative data
- Researching social life in international contexts.
- Cross cultural research
- Analysis and Evaluation (all of the following)
- Analysing qualitative data to answer research questions
- Evaluation, and administration of social policy/programs for the benefit of individuals and groups.
Learning and teaching strategy and rationale
This unit engages students in active learning activities, such as reading, writing, discussion and problem-solving to promote analysis, synthesis and evaluation of class content. Students encounter ideas through lectures and discuss and assimilate material through tutorial classes. Lectures provide students with expert knowledge of unit material organized in terms of theoretical approaches, case material and problem solving. Lectures provide students with opportunities to learn a range of qualitative methods and apply case material in order to engage in qualitative research projects. Tutorials provide students with opportunities for active participation in learning through discussion and debate, developing qualitative methods skills. Classes are designed to introduce students to techniques and approaches commonly used in qualitative research.
Onshore Offerings
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Offshore Offering
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester, with a normal expectation of 36 hours of directed study in intensive mode. Hours are inclusive of a pre-departure day of lectures and fieldwork practice, a two-week onsite fieldwork and observation laboratory, and onsite lectures. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Assessment strategy and rationale
This unit has been designed for both onshore delivery and intensive delivery overseas. Different but equivalent assessment schedules operate for the two modes of delivery.
Onshore Offering
The unit includes three assessments with the following rationale:
Minor research task: This assessment introduces students to research design and the selection of qualitative research methods to test and illustrate sociological theories. The assessment also requires students to assess the advantages and limitations of the application of a qualitative research method, and for students to effectively indicate resources available for research on a topic related to a specific sociological or social policy problem.
Major research task: This assessment builds on assessment one and requires students to apply qualitative research methods to illustrate and test sociological theories. In pursuit of this aim, students are required to collect qualitative data for analysis to construct a sociological argument about the sociological problem defined in assessment one. This assessment further requires students to consider ethical aspects of the research process, and effective communication of results. Students undertaking research with humans will need to follow taught ethics guidelines and submit all required documentation with their assignment.
Summative Task: This assessment requires students to reflect on key issues related to qualitative research and critically discuss examples in relation to the design, evaluation, ethics and administration of qualitative research.
Offshore Offering
The unit in its offshore offering includes three assessments with the following rationale:
Minor research task: This assessment is designed to introduce students to the application of qualitative research methods to test and illustrate sociological theories. The assessment also requires students to assess the advantages and limitations of the application of a qualitative research method, and for students to effectively communicate research findings.
Major research task: This assessment requires students again to apply qualitative research methods to illustrate and test sociological theories. In pursuit of this aim, students are required to consider a social problem and collect qualitative data for analysis to construct a sociological argument. This assessment further requires students to entail ethical reflection on the research process, and effective communication of results.
Summative Task: Requires students to reflect on key issues related to qualitative research and critically discuss examples in relation to the design, evaluation, ethics and administration of qualitative research.
Overview of assessments
Onshore Offering
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Minor research task Students are required to design a research task on a sociological and/or social policy question and select appropriate qualitative research techniques and resources for the project. | 20% | LO1, LO2, LO3 |
Major research task Students are required to undertake a major research task based on assessment one either using available qualitative data or use qualitative research techniques for the collection data towards a sociological and/or social policy question approved in assessment one. Students will include aspects of the research process, ethics, and the relationship of theory and data in the major research task. |
50% | LO2, LO3, LO4, LO5 |
Summative Task Students will apply theory and skills developed through the semester to critically discuss the value of qualitative data collection and analysis in the design, evaluation, ethics and administration of qualitative research. The lecturer may designate this written assessment to be in the form of a final exam or take-home exam. | 30% | LO1, LO4, LO5 |
Offshore Offering
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Minor research task Students are required to design a research task on a sociological and/or social policy question and select appropriate qualitative research techniques and resources for the project. | 20% | LO1, LO2, LO3 |
Major research task Students are required to undertake a major research task based on assessment one either using available qualitative data or use qualitative research techniques for the collection data towards a sociological and/or social policy question approved in assessment one. Students will include aspects of the research process, ethics, and the relationship of theory and data in the major research task. | 50% | LO2, LO3, LO4, LO5 |
Summative Task Students will apply theory and skills developed through the semester to critically discuss the value of qualitative data collection and analysis in the design, evaluation, ethics and administration of qualitative research. The lecturer may designate this written assessment to be in the form of two quizzes during the teaching period; a final exam or take-home exam. | 30% | LO1, LO4, LO5 |
*Subject to logistical constraints and contingencies, the minor research task and the online quizzes may be attempted and due before and after departure.
Representative texts and references
Alison C; Flewitt, R; Hammersley, M and Robb, M eds. (2013). Understanding Research with Children and Young People. London: Sage.
Alderson, P and Morrow, V (2011). The Ethics of Research with Children and Young People: A Practical Handbook, London: Sage.
Bryman, A. (2012) Social Research Methods, 4th edition, Oxford: Oxford University Press.
Corbin, J. & Strauss, A. (2014) Basics of Qualitative Research: techniques and procedures for developing grounded theory, 4th edition, Thousand Oaks, CA: Sage.
Crawford, G., Kruckenberg, L., Loubere, N., & Morgan, R. (2017). Understanding Global Development Research: Fieldwork issues, experiences and reflections, Los Angeles: Sage.
Creswell, John W. and Creswell, J. David. (2018). Research Design. London: Sage.
Grønmo, Sigmund. (2019). Social Research Methods. London: Sage.
Liamputtong, P. (2014) Qualitative Research Methods, 4th edition, South Melbourne: Oxford University Press.
Mertens, D.M., Cram, F. & Chilisa, B., 2013. Indigenous Pathways into Social Research Voices of a New Generation, Walnut Creek, Calif.: Left Coast Press.
Tracy, Sarah J. (2019). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Hoboken: Wiley-Blackwell.