Introduction to Qualitative Methods for a non-social scientist (2021)

Welcome to Introduction to Qualitative Methods for a non-social scientist
 

Topic, background and motivation for the course:

The purpose of the course is to provide students with basic knowledge about qualitative research methods.

The course is motivated by the recognized need for methodological insights and reflection by people working within interdisciplinary fields of research, and in this respect the course focusses on qualitative research methods. The course provides researchers with tools for reflecting on the strengths and weaknesses of different qualitative research approaches, and in this way the course also casts light on the strengths and weaknesses of quantitative research tools. The course targets primarily researchers from, for example, a more technical background who wish to use qualitative methods in their research – or researchers who need to brush up on qualitative methods.

Prerequisites:

The course targets PhD students who are not familiar with qualitative research methods or who are only slightly familiar with qualitative research methods.  

Learning objectives:

Students are introduced to different qualitative research methods, and they will achieve skills for identifying the appropriate qualitative tools for a qualitative research enquiry. Students are also introduced to different approaches to and ways of analyzing qualitative data. The different qualitative research approaches are demonstrated via best case examples of how these methods have been used in research. The course will also briefly introduce students to key research paradigms and their ontological and epistemological underpinnings. The students are encouraged to reflect on how qualitative research approaches may (or may not) be relevant for their own research topic; in what way relevant qualitative research methods may enrich their research, and on the overall strengths, weaknesses, challenges and potentials of such a research approach.

Teaching methods:

A mix of lectures, group discussions in smaller and larger fora, student presentations and readings. 

Criteria for assessment:

Most importantly: active participation. Moreover - a pass/fail short reflective paper, presentation or similar on the potential use of qualitative methods in the research the students are doing.

Literature list.

The main course book is the book “Interviews. Learning the craft of qualitative research interviewing” by Brinkmann & Kvale. The course literature is listed below. The numbering represents our recommended order of reading … but you don’t have to follow this recommendation, of course 😊

Primary literature

1 Guion, L. a. (2006). Conducting an In-depth Interview 1. Boards, 1–4. https://doi.org/http://greenmedicine.ie/school/images/Library/Conducting%20An%20In%20Depth%20Interview.pdf (Module 1)

2 Saunders, M., Lewis, P., & Thornhill, A. (2019). Chapter 4: Understanding research philosophy and approaches to theory development. Research Methods for Business Students (8th ed.). Harlow: Pearson Education Limited. (Module 1)

3 Brinkmann, S., & Kvale, S. (2004). Interviews. Learning the craft of qualitative research interviewing (3rd revise). SAGE Publications Inc. (Module 1) Chapters 1, 2, 6, 7, 8, 11

4 Kinney, P. (2017). Walking Interviews. Social Research Update, (67), 1–22. https://doi.org/10.1007/978-981-10-2779-6_28-1 (Module 1) 

5 Berger, R. (2015). Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475 (Module 1)

6 Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. https://doi.org/10.1177/1077800405284363 (Module 1) 

7 Siggelkow, N. (2007). Persuasion with Case Studies - Siggelkow - S1&2 R1.pdf. Source: The Academy of Management Journal, 50(1), 20–24. https://doi.org/10.5465/AMJ.2007.24160882 (Module 1)

 

8 Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research : A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014 (Module 1)

9 Rogers, M. (2012). Contextualizing Theories and Practices of Bricolage Research. The Qualitative Report, 17, 1–17. (Module 1)

10 Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26. https://doi.org/10.1080/14725860220137345 (Module 1)

11 Pink, S. (2007). Walking with video. Visual Studies, 22(240–252). (Module 1)

12 Brinkmann, S., & Kvale, S. (2004). Interviews. Learning the craft of qualitative research interviewing (3rd revise). SAGE Publications Inc. (Mostly module 2) Chapters 12, 13, 15

13 Morgan, David L. (1997): Focus groups as qualitative research. 2nd edition. London: Sage Publications. (Mostly module 2) Chapters 1, 4 and 5 (pp. 1-7 and pp. 31-64). 

Secondary literature:

Hydén, L.-C. & Bülow, P. H. (2003): Who’s talking: drawing conclusions from focus groups – some methodological considerations. International journal of Social Research Methodology 6(4): 305-321. doi.org/10.1080/13645570210124865

Jones-Devitt, S., Austen, L., & Parkin, H. (2017). Integrative Reviewing for exploring complex phenomena. Social Research Update, (66), 1–4.

Atkinson, P., & Hammersley, M. (1994). Ethnography and Participant Observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 248–261).

 

 

 



Organizer: Post-doc Katinka Johansen - kjoh@build.aau.dk and senior researcher Toke Haunstrup Christensen - thc@build.aau.dk

Lecturers: 

ECTS: 5.0

Time: 26-27 April 2021 and 17-18 May 2021

Place: Aalborg University

Zip code: 9220

City: Aalborg

Number of seats: 15

Deadline: 05 April 2021

Waiting list: If you want to be put on the waiting list for this course send a mail to Camilla Hvass-Raun, chvass@aau.adm.dk.


Important information concerning PhD courses: We have over some time experienced problems with no-show for both project and general courses. It has now reached a point where we are forced to take action. Therefore, the Doctoral School has decided to introduce a no-show fee of DKK 3.000 for each course where the student does not show up. Cancellations are accepted no later than 2 weeks before start of the course. Registered illness is of course an acceptable reason for not showing up on those days. Furthermore, all courses open for registration approximately four months before start. This can hopefully also provide new students a chance to register for courses during the year. We look forward to your registrations.