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DSP240_1

Qualitative Research in (Higher) Education

This is the study programme for 2020/2021.


The course introduces graduate students to qualitative research methodology and aims to promote knowledge of qualitative research to generate in-depth inquiry in the field of (higher) education. The course also emphasizes relevant theories, methods, and research practices to develop skills and knowledge to engage in qualitative inquiry.

Learning outcome

Knowledge
By the end of the course, the student will be able to
  • understand the major approaches to qualitative research in education
  • analyse fundamental theories that underline research paradigms
  • explain the principles underlying the use of qualitative research methods
  • justify qualitative research processes in terms of robustness and rigor

Skills
  • By the end of the course, the student will be able to:
  • identify and design research topics for a detailed examination of phenomena
  • develop research questions through qualitative methods.
  • engage in procedures regarding design, participants, and context
  • collect and analyze data from various and multiple methods
  • synthesize and integrate multiple data sources
  • write up an individual or collaborative qualitative report
  • plan, conduct, and evaluate qualitative research as professional development

Competence
  • By the end of the course, the student will be able to:
  • develop an understanding of key terms and contemporary issues in qualitative research in (higher) education (e.g., reflexivity, voice, authority, representation, credibility, trustworthiness and ethics.
  • develop a critical lens through which to address educational issues
  • arrive at data-based interpretations to inform educational practices
  • gain insights into the challenges of qualitative research

Contents

The course introduces graduate students to qualitative research methodology and aims to promote knowledge of qualitative research to generate in-depth inquiry in the field of (higher) education. The course also emphasizes relevant theories, methods, and research practices to develop skills and knowledge to engage in qualitative inquiry. The course includes a critical reading of suggested resources to prepare for in-depth theoretical discussions about qualitative research, qualitative research topics, qualitative designs, data collection strategies and approaches to data analysis. To this end, the students identify and elaborate on different approaches within qualitative designs and develop qualitative research skills described in the course content through step-by-step, hands-on, and interactive activities. The course will also help develop individual and collaborative qualitative research skills, thus enhancing the ability to create practical as well as theoretical knowledge.

The following broad questions will guide the course:
1. What is qualitative research, and why is it important?
2. How are qualitative research methods chosen and employed?
3. What types of questions initiate qualitative research studies in (higher) education?
4. What are the preliminary assumptions that guide qualitative research in general, and in (higher) education in particular?
5. What are the different types of approaches and methods?
6. What are the analytic techniques used by qualitative researchers?
7. What are some methods and frameworks of discussion?
8. How do qualitative researchers write up and disseminate research?

Course Expectations and Requirements:
- Graduate level performance is expected from all students. At this level, it is assumed that students are, to a great extent, responsible for their own learning. Therefore, the relevant assignments are to be fully and carefully completed PRIOR to the class.
- Class attendance and quality in-class participation is expected.
- Students should complete all assignments on time. All out-of-class assignments should be typewritten, unless otherwise stated. Late submissions will not be accepted.
- Students need to manage their own learning to ensure coverage of the syllabus.
- Students are strongly encouraged to seek regular feedback about their study through face-to-face or online tutorials.

Academic Honesty:
Plagiarism: Students who take this class are urged to avoid plagiarism, i.e., intentionally presenting words, ideas or work of others as your own work. Plagiarism includes copying others’ ? homework, using a portion of or a complete work written or created by another without crediting the source, using your own work completed in a previous class for credit in another class without permission, paraphrasing another’s work without giving credit, and using others’ ideas without giving credit.
Remember: Making references to the work of others strengthens your own work by granting you greater authority and by showing your participation discussion located within an intellectual community. When you make references to the ideas of others, it is essential to provide proper attribution and citation. Failing to do so is considered academically dishonest, as is unacknowledged copying or paraphrasing someone else’s work. The consequences of such behaviour will lead to consequences ranging from failure on an assignment or the course to dismissal from the university. Please ask if you are in doubt about the use of a citation. Genuine misunderstandings can always be prevented or corrected.

Required prerequisite knowledge

None.

Exam

Weight Duration Marks Aid
Portfolio evaluation1/1 Pass - Fail
Active participation and completion of small assignments during the course. Students are further required to additionally submit a paper (2000-3000 words), which can be either a description of a qualitative design (“Methods” section in a chosen journal) or a small but in-depth qualitative research study. This research could be conducted as part of an ongoing Ph.D. project. The paper may be written in English or in a Scandinavian language. The submission is assessed (pass/fail) with constructive feedback.

Coursework requirements

Active participation in lectures and seminars, at least 75% participation.

Course teacher(s)

Course coordinator
Kenan Dikilitas
Course teacher
Dag Husebø

Method of work

The course is offered partially on web-based platforms in the form of a hybrid course (online+F2F), and we will primarily use Canvas as the course management system. Course materials (e.g., syllabus, weekly readings, and announcements) will be available on the Canvas site, which will provide interaction and discussion opportunities. The Canvas site is also an important medium for accessing course updates and announcements.
The course will consist of lectures and seminars, the latter with discussions and student activity. A detailed timetable will be made available to the course participants at the beginning of the semester.

Overlapping courses

Course Reduction (SP)
Qualitative Research in (Higher) Education (DSP240_2) 3

Open to

The course is designed and offered to PhD-candidates in higher education as well as those in the Faculty of Arts and Education and the Faculty of Social Sciences at the University of Stavanger. Ph.D. candidates in programs at other universities and research institutions may also register for the course.

Course assessment

An evaluation form in accordance with the expectations in the UiS quality system will be made available to the candidates after the completion of the course. The course participants are encouraged to contribute to the course evaluation

Literature

Literatur will be published as soon as it has been prepared by the course coordinator/teacher


This is the study programme for 2020/2021.

Sist oppdatert: 13.08.2020

History