50165 Research Methods 2

Faculty of Humanities and Social Sciences: Social Inquiry
Credit points: 8 cp
Result Type: Grade, no marks

Requisite(s): 50164 Research Methods 1

Handbook description

This subject introduces qualitative research as an embodied way of engaging with, analysing, and writing about, social life. It builds on Research Methods 1 by extending students' knowledge of a range of research techniques appropriate for the production of different kinds of qualitative knowledge in different research situations. The subject explores qualitative research as a collection of research tools which rely on the capacities of the researcher to develop relationships and to craft spaces of understanding 'in the field'. Further, the multiple angles qualitative approaches suggest for the theorising and writing of research is also a core concern of this subject.

The subject also offers the opportunity for students to conceptualise, design, carry out, and present, a small research project. This research project follows a series of hands-on workshops in which the class works together on techniques of observation, in-depth interviewing, focus groups, analysis, and on planning thoughtful, doable research projects.

Overall, the subject draws together key issues in the philosophy of social research with practical guidance on the process of research. Taking as a starting point already existing capacities (and prejudices) as interpreters of the social world, the subject demonstrates the effectiveness of critical and self-reflexive research relationships and creative strategies of analysis.

Subject objectives/outcomes

This subject aims to help students develop as professional research practitioners by encouraging them:

To develop a critical understanding of qualitative research as a way of producing knowledge about others.
To engage in a self-reflexive research design process.
To develop a hands-on understanding of the appropriate use of different qualitative methods.
To develop skills to negotiate the range of practical and ethical difficulties always present in qualitative research projects.
To independently design, manage, and present a qualitative research project.

Contribution to graduate profile

This subject is designed to provide:

a broad range of theoretical knowledge and practical skills in social inquiry, research and advocacy
the ability to research and analyse wider social and public issues as well as apply critical analytical perspectives to daily and personal life
sensitivity to the multiple dimensions of social difference and inequality especially in terms of race and ethnicity, gender, socioeconomic class, sexuality, disability and age
a critical understanding of, and an ability to engage with, the political and public policy processes, advocacy and social change.

Teaching and learning strategies

This subject has a basic one hour lecture and two hour tutorial format. This structure will be varied with hands-on workshops, individual consultation time, and individual research time. Involvement with the subject material will be through reading, class exercises, journal work, and the design and class presentation of students' own research work.

Reading
As detailed below, you will be expected to prepare readings in some weeks and be able to discuss key issues as well as raise any questions in workshops. These readings are set out clearly and will be available in a reader for you to purchase. There will also be copies of the reader available in the Photocopy Room, Level 2, in the UTS Library.

The book of readings will be an important resource for you to return to when you are conducting and writing your independent research. As well as the basic readings used in workshops, there are many other sources you may wish to use. See the attached reading list for some useful suggestions.

Lectures and Workshops
Lectures and workshops will introduce some of the key dimensions of planning and carrying out qualitative research. Workshops are designed to help you 'learn by doing', so it will be difficult to catch up should you miss any. As part of your preparation for each workshop, you will be expected to spend time reading and working on any workshop questions/exercises. It will be expected that you have completed this preparation and you may not be able to participate in some classes if you haven't prepared.

Equipment
For some class exercises and for your research project, you will need to use tape recorders and other recording and transcribing equipment. The Equipment Store on Level 1 will be notified of the class' needs and you will be able to book equipment for your own research use outside of class time using the HSS online Portable Equipment and Facilities Booking System. The Social Inquiry Resource Room (Level 5, Bon Marche, Room 536) is also equipped with a PC and transcriber. You must sign the Resource Room key in and out of the register at the Faculty Student Centre.

UTSOnline
UTSOnline will be used to post announcements and make available additional subject resources. Two discussion forums will also be active. It is compulsory to make at least one post about your own work and one response to a colleague's post in each forum.

Research Design Forum:
Use this forum to get feedback about ideas for your independent research project.

Research Progress Forum:
During your independent research period which takes place after the break, you will be expected to keep in touch with your fellow researchers by submitting weekly updates on your research progress and by giving helpful feedback on the research progress (or otherwise!) of others.

Assessment

ASSESSMENT OVERVIEW

TASK	ASSESSMENT	DUE DATE
Ethics Application	40%	Week 8, Thursday 18th September

Research Project Presentation	10%	Weeks 13 and 14, Thursday 30th October and 6th November

Research Project	50%	Week 14, Friday 7th November

Assessment item 1: Ethics Application

Objectives	a, b, d
Value	40%
Due	Week 8, Thursday 18th September
Task	This task requires an attempt at the formal UTS HREC Ethics Application available online. While there will be many questions on the official application form which will not apply to your research project, the key questions about methodology and research design, research participants, data analysis and the production of an information letter and consent form for your potential research participants are all essential to your research design.
Purpose	An ethics application is similar to a research proposal in that it forces us to focus on designing a manageable and well thought out project. The application also forces us to be able to articulate the aims and methodology of our research projects in clear and simple language. While you cannot foresee all the planning and ethical difficulties research may bring, it is imperative to consider potential problems in advance. Handling the design process appropriately indicates your grasp of the practical realities of conducting qualitative research.
Structure	Download and fill in the UTS HREC Ethics Application from the UTS HREC website. Include the following attachments: information letter, consent form, draft interview/focus group schedule.
A note on project scope:	In putting together your application, it is important to remember that you have limited time and resources. Part of designing a good project is recognising the limits you have. Fieldwork takes a lot of time to set up and carry out. You are relying on the participation of others for the completion of your work, and coordinating focus groups can be particularly difficult. If you choose to do focus groups, you should aim to conduct at least two groups, with a minimum of 6 people, for at least one hour each. If you choose to do interviews, you should aim to conduct a minimum of 4, for at least 1/2 an hour each. Remember that carrying out the fieldwork is just one component of the project. You will have transcription, analysis and writing work ahead of you, so plan early and carefully. Your interview schedule is only a draft, and will be refined in the process of fieldwork, however, you still need to be able to articulate the kinds of questions you think you might ask. Do not plan too many questions!
Submission	To the lecturer by hand, or leave your application in her pigeon hole, Social Inquiry, Level 5, by 5pm.
Assessment criteria	Clarity of project conceptualisation, description, and justification. Demonstrated understanding of key research methods and resources needed. Ability to incorporate reflexive consideration of the practical and ethical dilemmas potentially involved in the project. Clarity of information letter and consent form.

Assessment items 2 and 3: Project Presentation and Research Report

Objectives	a, c, e
Value	Presentation 10%; Written Report 50%
Project Presentations:	Weeks 13 and 14, Thursday 30th October and 6th November
Research Report:	Week 14, Friday 7th November
Task	A core component of this subject is the design and management of your own qualitative research project. The writing and presentation of your research is the final stage in your research journey. The full project report should include the following elements: Brief introduction and background: What is the context of your 'research puzzle'? Statement of research question/s: What are the specific research questions which frame the focus of your inquiry? Method/s: How did you do your research? Why did you approach your project in the way that you did? What issues did you have? Did your research go to plan? How did you respond to arising problems? Analysis: How did you analyse your data? What is the overall analytical framework you have developed? What theoretical concepts/perspectives/approaches have you used to help make sense of your data? What are the key findings of your research? Conclusion: What overall understanding have you come to about your research questions? What broader issues or further research might your work point to? As well as presenting your research in written form, you will also present your research verbally to the rest of the class in the final two weeks of semester. The class presentation should include a brief explanation of what your project was about and how you did it, and you may also like to focus on a particular issue which interested you about project, for example, any difficulties you had in doing fieldwork or analysis, a particular experience you had while doing research, a particular discovery you made etc. This should be a simple presentation which is well structured and keeps to time.
Purpose	While your research will only be small scale, what is really at stake in this task is your capacity to engage in the process of doing research. By the time you have finished this task, you will have experience in designing and carrying out research, recording and analysing data, developing an informed perspective on a particular issue, and reporting on your research in written and spoken forms.
Structure	Project presentation: 10 minutes maximum in tutorials Research Report: 3000 words maximum, formally referenced using HSS referencing guide (see BELL website)
Submission of Research Report	To the lecturer in person, or place report in her pigeon hole, Social Inquiry, Level 5, by 5pm. Attach a stamped self-addressed A4 envelope for the return of your work. Unclaimed assignments will be disposed of according to the University Guidelines.
Assessment criteria	For written report and presentation: Logical introduction of the research issue and context. Demonstrated ability to reflexively engage with the fieldwork process. Ability to creatively analyse data, and report findings with clarity. Ability to construct a coherent, well structured, well argued, and well referenced research report.

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

As well as the full texts from which your weekly readings have been taken, there are many qualitative research texts you may wish to consult. Below are a few suggestions only – some are on closed reserve, others are available in the UTS Library collection. The journals Qualitative Inquiry and Qualitative Research are also excellent sources.

Alvesson, M, & Sköldberg, 2000, Reflexive methodology: New vistas for qualitative research, Sage, London.

Boyatzis, R. E. 1998, Transforming qualitative information: Thematic analyses and code development, Sage, Thousand Oaks, Calif.

Burgess, R. G. ed. 1988, Strategies of educational research: Qualitative methods, The Falmer Press, London.

Corbin, J and Strauss. A, 2008, Basics of qualitative research : techniques and procedures for developing grounded theory , Sage, Thousand Oaks, Calif.

Creswell, J. W., 2007, Qualitative inquiry and research design : choosing among five approaches, Sage, Thousand Oaks

Denzin, N. K. 1997, Interpretive ethnography: Ethnographic practices for the 21st Century, Sage, Thousand Oaks, Calif.

Denzin, N. K. & Lincoln, Y. S. 1998, The landscape of qualitative research: Theories and issues,2nd edn, Sage, Thousand Oaks, Calif.

Edwards, R., & Ribbens, J. eds 1998, Feminist dilemmas in qualitative research: Public knowledge and private lives, Sage, London.

Ellis, C., & Flaherty, M. G. eds 1992, Investigating subjectivity: Research on lived experience, Sage Publications Inc, Newbury Park, Calif.

Flick, U., 1998, An introduction to qualitative research, Sage, London.

Glesne, C. & Peshkin, A., 1999, Becoming qualitative researchers, 2nd edn, Longman, New York.

Gillham, B. 2000, The research interview, Continuum, London.

Hammersley, M. 1995, The politics of social research, Sage, London.

Hult, C. A., 1996, Researching and writing in the social sciences, Allyn & Bacon, Needham Heights, MA.research and cultural studies, Allen & Unwin, St Leonards, NSW.

Lee, A., & Poynton, C. 2000, Culture and text: Discourse and methodology in social research and cultural studies, Allen & Unwin, St Leonards, NSW.

Marshall, C. & Rossman, G. B. 1999, Designing qualitative research, 3rd edn, Sage, Thousand Oaks, Calif.

Miles, M. B., & Huberman, A. M. 1994, Qualitative data analysis, Sage, Thousand Oaks, Calif.

Seidman, I. 1998, Interviewing as qualitative research: A guide for researchers in education and social sciences, 2nd edn, Teachers College Press, New York.

Silverman, D. 1993, Interpreting qualitative data: Methods for analysing talk, text and interaction, Sage, London.