MDD2QLA2-Introduction to Qualitative Techniques

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 15 [7.5 ECTS credits]
Level:NA
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: MDD2RDM2 Introduction to Research Design and Methodology and MDD2QTA2 Introduction to Quantitative Techniques
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Jane Mckenzie
Email: jane.mckenzie@henley.reading.ac.uk

Type of module:

Summary module description:

This module covers basic and advanced qualitative approaches to research within their related epistemological perspectives.Ìý It examines the flexible application of frequently used methodological approaches for qualitative business and management research, considering how the main data collection methods and analytical techniques can be combined within them or used in isolation and how sampling choices affect the contribution from the research. ÌýIt emphasises the importance of transparent and well justified choices for research quality in different qualitative traditions, the role of reflexivity and the practical implications of the researcher’s role.Ìý The module helps the researcher make informed choices regarding the suitability of particular approaches for their research.

Aims:

The module is structured in two parts.

Ìý

1. A basic element for all programme members which aims to:

• Situate various qualitative methodologies within their underlying epistemological assumptions


• Discuss qualitative research practices associated with subjectivist approaches to data collection and analysis


• Examine the benefits and limitations of the primary methods and techniques for qualitative data collection and analysis for different types of research problem and question


• Emphasise the reflective and reflexive practices essential to qualitative methods


• Appraise the implications of qualitative sampling techniques and units of analysis


• Practice some basic qualitative data collection and analysis


• Deepen critical judgement of the quality of previously published qualitative research

2. Advanced tutorials for people intending to use qualitative research as part of their thesis, which aims to:

• Identify common challenges that arise in qualitative research practice


• Discuss steps for refining a qualitative research project to satisfy criteria for making a rigorous and relevant contribution to knowledge and practice


• Examine convincing structures for writing up results to a standard worthy of publication


• Develop practical skills in using software for qualitative data analysis

The key objectives are to enable programme members to

• Develop knowledge and understanding of qualitative methods even when the researcher is not going to apply qualitative methodologies in their DBA research


• Recognise how qualitative methods align with methodologies to answer specific types of research questions


• Develop judgement about what prior qualitative research contributes to their own researchÌý


• Gain some basic experience in collecting and analysing a small but meaningful sample of qualitative data


• Recognise the value and challenges of reflection and reflexivity in the practice of qualitative data collection and analysis

The objective of the advanced element of this module is to put the learning into practice through a simulated pilot study that will allow programme members to design, collect and analyse some qualitative data

Assessable learning outcomes:

This module is assessed by a qualitative methods assignment:

Ìý

By the end of the module it is expected that programme members will be able to demonstrate:

• Understanding of the effects from epistemological assumptions on qualitative methodologies


• Showing how a qualitative methodology could address a research question by justifying suitable methods for sampling and data collection in the light of its philosophical underpinnings


• Apply an appropriate analytical technique to a sample of qualitative data to demonstrate how patterns in raw data can be synthesised at conceptual level to produce rigorous findings, acknowledging any limitations in the process


• Demonstrate an appropriate degree of reflectivity and reflexivity about all the methodological choices and explain how this gives credence to the trustworthiness of results


• Report findings in a clear, concise and organised manner


• Where relevant, demonstrate competence in the use of appropriate software for qualitative data analysis

Additional outcomes:

Outline content:

The module teaching is structured around one 6-day workshop covering methods for data collection and analysis in broad terms and the two final days are designed to dig deeper into the challenges and nuances of applying the methods.

Key topics include the:

• Skills of the qualitative researcher


• Selection of suitable qualitative methodologies, methods and techniques to suit different types of research questions


• Selection of suitable samples, unit of analysis and confirmatory techniques


• Identification of the practical challenges of data collection methods


• Assessment of fit between data collection methods like interview, focus group, observation and secondary and methodological approaches like grounded theory, ethnography, narrative and case study methodologies


• Identification of the purpose and practice of different analysis techniques likethematic analysis, template analysis, framework analysis, discourse and narrative analysis and others


• Reflection on the implications for quality of different choices in the various qualitative research traditions


• Know and apply the necessary skills related to reflexivity and judge how the quality of qualitative research can be enhanced with triangulation


• Introduction to appropriate qualitative analysis software

Global context:

The context of the research may be global in nature, therefore, cultural issues will be highlighted to be taken into account when collecting, analysing and interpreting data.

Brief description of teaching and learning methods:

Teaching will involve a combination of lectures, group seminars, practical experiential learning and individual activities in the form of guided self-study. Pre workshop briefings will give guidance as to the preparatory readings and exercises required to get the best from the teaching.

Summative assessment- Examinations:

None

Summative assessment- Coursework and in-class tests:

A qualitative methods written assignment of 4500 words accounts for 100% of the mark (+20%/-10%) – submitted in Autumn term (October)

Formative assessment methods:

Penalties for late submission:

Up to 30 days late (with no extension requested) – 10-mark reduction and only one re-submission permitted

More than 30 days late (with no extension requested) – 0 mark applied and only one re-submission permitted

Assessment requirements for a pass:

A percentage mark is given (50-59% pass, 60-69% merit, >=70% distinction

Reassessment arrangements:

One re-submission is permitted for failed assignments (capped at 50%)Ìý

Additional Costs (specified where applicable):

Last updated: 22 September 2022