Course Outline
HLT701 Qualitative Research: Approaches and Practice
Course Coordinator:May El Haddad (melhadda@usc.edu.au) School:School of Health - Nursing
2024Semester 2
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
Qualitative research is used in everyday settings to answer questions related to issues of interest and their underpinning phenomena. You will attain a sound grounding in applying appropriate qualitative research methods. Theoretical content covers: qualitative methodologies, qualitative research methods, and presenting qualitative results. Course workshops promote critical thinking and provide opportunities to practice using qualitative research methods. While learning is self-directed, workshops and online forums allow discussion of theoretical and practical questions throughout the course.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Online | |||
| Online – Online asynchronous learning and teaching materials. | 3hrs | Week 1 | 13 times |
Course Topics
Perspectives, principles , underlying assumptions and application to methodologies and methods
Collecting Qualitative Data (process and practice)
Analysing Qualitative Data
Reporting and Dissemination
What level is this course?
700 Level (Specialised)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Completing these tasks successfully will contribute to you becoming... | |
| 1 | Critically appraise different qualitative methodologies. |
Knowledgeable Creative and critical thinker |
| 2 | Apply a research method to a qualitative research topic. |
Knowledgeable Creative and critical thinker |
| 3 | Effectively communicate an informed argument on a qualitative research topic area. |
Knowledgeable Creative and critical thinker |
| 4 | Apply principles and practices of academic writing and referencing | Ethical |
| 5 | Demonstrate ethical use of intellectual property | Ethical |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in any PGRD level Program or SC420 or SC423
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Fundamental research methods knowledge and understanding of research procedures including ethics in human research.
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Feedback will be provided in sessions to assist with subsequent assessment tasks.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Written Piece | Individual | 25% | 1000 words |
Week 4 | Online Submission |
| All | 2 | Artefact - Technical and Scientific | Individual | 25% | 1000 -1250 words |
Week 8 | Online Submission |
| All | 3 | Plan | Individual | 50% | 3000 words |
Week 12 | Online Submission |
| All - Assessment Task 1:Written assignment. Qualitative research fundamentals | |
| Goal: | The goal is for you to present your formative understanding of fundamental principles and underlying assumptions of qualitative research. You will receive feedback and guidance to develop your knowledge and skills in the course and to support your completion of assessment tasks 2 and 3. |
| Product: | Written Piece |
| Format: | Choose two published qualitative research papers that address a topic/issue of interest to you. They should use different methodologies to investigate the topic/issue. For each paper briefly summarise the aim, research question and rationale for undertaking the study. Provide an overview of the principles and underlying assumptions that inform the aims, question(s) and methodologies used in the two studies and critically appraise the application of these in the reports presented. Briefly identify what your review contributes to your plan for investigating a topic/issue using a qualitative approach |
| Criteria: |
|
| All - Assessment Task 2:Digital presentation. Data collection and analysis | |
| Goal: | The goal is for you to represent your engagement and learning about qualitative data collection and analysis approaches and practices. |
| Product: | Artefact - Technical and Scientific |
| Format: | You will produce a short PowerPoint presentation designed to share with peers which sets out your understanding of principles/ assumptions and procedures in qualitative data collection and analysis. You will produce one slide for each of the following content items: Preparing to collect data Data collection process and procedures Preparing to analyse data Analysis process and procedures You will also include a title slide and a reference slide. Notes: For each content slide you will complete 'notes' to illuminate and explain the slide content. Each content note is to be written using academic written communication structure and grammar and include appropriate citations. Each content note is to be no longer than 200 words in length. |
| Criteria: |
|
| All - Assessment Task 3:Written assignment. Plan for a qualitative research study | |
| Goal: | The goal is for you to apply qualitative research principles, underlying assumptions, methods and procedures to a plan for a research study. |
| Product: | Plan |
| Format: | In your plan you will: Set out a research aim and question, and provide a case for the conduct of a qualitative study to investigate the question Set out a suitable methodology for the proposed study and justify the use of this methodology Set out the research method and procedures that would be used to conduct the study including: Context Population and sample Data Analysis approach and procedures Ethics Reflexivity and rigor |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Virginia Braun,Victoria Clarke | 2013 | Successful Qualitative Research | n/a | SAGE Publications Limited |
Specific requirements
You will require a computer headset with a microphone and audio for web conferencing activities.
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
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