Teaching qualitative research methods to undergraduates

1
Teaching qualitative research methods to
undergraduates

• HEA Psychology Network Workshop
• 27th-28th April 2009
• University of York

2
Strategies for using practical activities

• Professor Nigel King
• Department of Behavioural Sciences
• University of Huddersfield

3
Aims

• To identify some of the ways in which practical
  activities can be used in teaching qualitative
  methods
• To consider the pros and cons of different
  strategies
• To share experiences from our own institutions

4
Introduction

• BPS expects students to receive some teaching in
  qualitative methods, but not specific on how this
  should be delivered
• Clearly substantial differences between
  Universities in what they do
• Although main focus here is on practicals, need
  to consider wider context of how qualitative
  methods are incorporated in methods teaching

5
Incorporating qualitative methods

• Integrated
• Qualitative lectures included in general research
  methods module
• Separate
• Specific modules on qualitative and quantitative
  methods

6
Progression

• Are qualitative methods covered in years one and
  two?
• If so, how does year two build on year one?
• Are there specialist qualitative methods options
  in year three?

7
Defining Practicals

• Not just the classic stand-alone psychology
  practical
• BUT any activity that involves students in
  actually doing qualitative research
• May relate to any aspects of the research
  process, not just data collection and analysis

8
Relating practicals to lectures

• Two main strategies
• In Parallel
• Practical activity sessions following
  some/most/all lectures
• In Series
• Lecture introducing area followed by practical
  sessions addressing same area

9
Forms of practical activity

• Classic psychology practical
• e.g.design interview guide, carry out interview,
  transcribe, carry out analysis, write up
• For qualitative research a single practical may
  only cover part of this process
• e.g. could involve three assessments reflecting
  on designing and carrying out interview,
  performing transcription, analysing transcript(s)

10
Forms of practical activity

• Portfolio approach
• Series of smaller activities, which may be
  assessed formatively or summatively
• e.g. Quizes on definitions etc, exercises on
  information search skills, ethics exercises
• In course of a module may include both portfolio
  activities and more traditional practical