96735 Fundamentals of Qualitative Research
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Credit points: 3 cp
Subject level:
Postgraduate
Result type: Grade and marksDescription
This subject provides a practical introduction to qualitative research in health. Students build skills and knowledge concerning the role and application of qualitative research in health and the relationship between qualitative research questions, theoretical perspectives, methodological approaches, data collection and analysis. Students have the opportunity to apply their learning by developing a proposal for a qualitative study and, with the approval of the subject coordinator, undertake fieldwork, analyse data and report the subsequent findings.
Subject learning objectives (SLOs)
| A. | Justify the selection of a theoretical position, qualitative data collection tool/s and a method of analyzing data for a proposed study that is aligned with an appropriate research question |
|---|---|
| B. | Identify a theoretical position in qualitative health research |
| C. | Discuss practical and ethical issues in relation to non-probability sampling and participant recruitment, particularly in the context of research with vulnerable populations |
| D. | Demonstrate data analysis according to a selected approach |
| E. | Demonstrate rigor, trustworthiness and critical reflexivity |
| F. | Apply quality reporting criteria for qualitative research |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrate reflective critical thinking to enable critical appraisal of current practice, policy and research with the aim to enhance health care and health care outcomes, and transform health (1.0)
- Design and apply research methods to a variety of public health problems (1.2)
- Are socially, culturally and ethically accountable when engaging with individuals, families, interdisciplinary teams, communities, organisations and jurisdictions (3.0)
Teaching and learning strategies
This blended-learning subject is taught in three face-to-face workshops (3 hours each) and through weekly active online learning distributed over a period of six weeks. There is an expectation that students attend all workshops to get the most out of the subject. Online activities and tutorial-style face-to-face workshops give students the opportunity to prepare workshop activities, gain knowledge using a range of material including case studies and apply their knowledge in real-world exercises and role-plays. During workshops students will engage in group activities to discuss, analyse, and develop ideas to address contemporary public health issues using qualitative research methods and theory.
Online activities will provide students with relevant material to deepen their understanding of qualitative research concepts and theories. Assessments are designed to complement the learning by providing students with the opportunity to practically apply theories and track their understanding of qualitative research methodology relevant to public health. Students will receive feedback from teaching staff and peers in workshops, and in online discussion and activities and on assessment tasks.
Content (topics)
- Theoretical perspectives in qualitative health research
- Planning and designing a qualitative health study
- Designing and conducting qualitative data collection methods
- Accessing vulnerable, marginalized and underserved populations and gathering data on sensitive issues
- Key concepts in qualitative research: rigour, reflexivity and transferability
- Analysing qualitative data
- Appraising qualitative research reporting
Assessment
Assessment task 1: Online quizzes
| Intent: | The purpose of this assessment item is to determine how well students understand fundamental qualitative research approaches and concepts and to assess the students’ ability to interpret core features, benefits and possible contributions of qualitative enquiry and its use in public health research.This assessment enables students to develop a proposal for qualitative research. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 1.2 and 3.0 |
| Weight: | 30% |
| Length: | 10 multiple choice questions in 30 minutes |
Assessment task 2: Fieldwork Report
| Intent: | This assessment allows students to undertake fieldwork, analyse data and report the subsequent findings. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D, E and F This assessment task contributes to the development of graduate attribute(s): 1.0 and 1.2 |
| Weight: | 70% |
| Length: | 1,500 words excluding references |
Other resources
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UTS Library
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Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.