M.Sc. (International) Human Resource Management

January Intake

RESEARCH METHODOLOGY (MSc IHRM)44-704735-Cont1-C

ModuleGuide IAcademic Year 2017/18

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WHAT IS THIS MODULE ABOUT?..................................................3

MODULE TEAM CONTACT DETAILS.............................................3

MODULE OVERVIEW......................................................................4

SCHEDULE OF STUDY - SEMESTER ONE...................................7

SCHEDULE OF STUDY - SEMESTER TWO...................................8

SEMESTER 1 LECTURE TOPICS AND ACTIVITIES....................17

SEMESTER 2 LECTURE TOPICS AND ACTIVITIES....................28

ASSESSMENT BRIEF 1 ................................................................35

ASSESSMENT BRIEF 2 ……………………………………………..36

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What IsThis Module About?

Module Aim

The broad aim of the module is to prepare you for your dissertation and equip you with the ability to interpret and evaluate published research so you can develop evidence-based HR policy. It is designed to help develop your knowledge and reflective understanding of methodological and philosophical issues in research. The module will also develop your capability to design a research project and to select, justify and execute appropriate research methods.

How will this module be delivered?

Lectures, student-led presentations, individual and group exercises, guided reading.

Assessment

Your first assignment involves giving an individual presentation to prepare for your research proposal. This will contribute 20% of your total module marks. At the end of the module you are asked to hand in a research proposal and this will attract 80% of the marks.

Blackboard

Blackboard will be used extensively and you are advised to check the site regularly for announcements, exercises, additional reading and notes, assignment grades and feedback.

Module Team Contact Details (Semester One)The module team will discuss any aspect of the module during timetabled sessions. Outside of scheduled times, the team may be contacted directly by telephone or email, see below for details.

Tutor Telephone Email

Emeritus Professor John McAuley

0114 225 3327 m.j.mcauley@shu.ac.uk

Beth Patmore 0114 225 4135 b.a.patmore@shu.ac.uk

Dr Cindy Wang-Cowham 0114 225 4867 c.wang-cowham@shu.ac.uk

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Module Overview

Research methodology underpins all substantive aspects of Human Resource Management in that it facilitates the collection, analysis and interpretation of primary and secondary data. The aim of this unit is to train students in acquiring analytical and technical research and consultancy skills. The unit is designed to develop the student’s knowledge and reflective understanding of methodological and philosophical issues in research with specific reference to human resource management. This will enable the student to start planning and implementing a research programme of their own.

The course programme has been designed to introduce the student to understanding and conducting management research. Key processes of data collection and the main methodologies employed in social research are discussed with respect to how they may be used to undertake and evaluate management research. A further aim of the module is, therefore, to provide you with an understanding of the nature of the MSc Dissertation, and of approaches to undertaking one. More specifically, it is designed to

(i) introduce you to the different forms of research methods and strategies available for social science research, and to

(ii) Enable you to develop an understanding of the role of theory and the relationship between theory and practical research.

The course deals with practical issues of starting management research, data collection skills and methods of data analysis and examines different approaches to research and the philosophy underpinning different research methodologies.

The assessment takes the form of developing a dissertation research proposal, from thinking about the topic and questions you would like to answer, to examining the methodological implications of asking different types of question. The presentation and proposal is designed to allow the student to demonstrate skills that have been learned and developed on the course.

For the proposal, it is anticipated that the student will focus on a well-defined topic from the range of modules undertaken previously on the course (organizational behaviour, work organization and management, employment relations, learning and development, human resource management) and apply the principles and methods introduced in research methodology to prepare to analyse a “live” human resource issue in their dissertation research.

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Module Title: Research Methods Module Code:44-7782-00C

Academic Year:2016/17

Level: 7 Credits: 15 Semester: 2 and 1

Course: MSc in International Human Resource Management

Module Leaders: Beth Patmore Module Team (Semester 1):Emeritus Professor John McAuley

Dr. Cindy Wang-Cowham

Beth Patmore

Assessment Task Weighting Date to be submitted

Individual Presentation 20%

December 2017 (see assessment scheduler)

Individual Summative Assignment Research Proposal

80%December 2017 (see assessment scheduler)

PurposeThis module is designed to provide postgraduate students of Human Resource Management with a useful and practical introduction to research methods.Specifically the module aims to:

encourage you to examine critically and appraise published research; enable you to evaluate the strengths and weaknesses of various research

techniques and methods; encourage you to search for information from a variety of sources and

databases and to interpret these; enable you appreciate the principal research issues which need to be

considered when preparing data for analysis; encourage you to utilise a wide range of research methods for analysing data; Assist you to design a research study of a type which would be suitable for a

postgraduate dissertation.

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Schedule of Study - Semester One

SESSION SESSION TOPICSession One - week 30

Thursday 16th February 2017 1400-1630, Room Stoddart 7512Tutor: Emeritus Professor John McAuley

Introduction to Research Methods The aims and objectives of the module The lecture and seminar programme What is 'research' and why is it

undertaken? An overview of research methods What are the main problems and issues

involved in conducting research? Critical and Reflective Thinking

Session Two - week 32

Thursday 2nd March 2017 1400-1630, Room Stoddart 7331Tutor: Dr Beth Patmore

Literature Reviews Ways of collection information How to find papers Journal quality Paraphrasing with criticality Critical writing and thinking

Session Three - week 33

Thursday 9th March 2017 1400-1630 Room Stoddart 7139Tutor: Emeritus Professor John McAuley

Philosophies of Research What are 'Philosophies of Research'? Language of management research Different types of research paradigms

Session Four - week 35

Thursday 23rd March 20171400-1630 Room Stoddart 7512Tutor: Emeritus Professor John McAuley

Research Design What is a Research Methodology? Types of Research Methodology Defining research questions

Session Five - week 37

Thursday 6th April 2017 1400-1630, Room Stoddart 7508

Tutor: Dr. Cindy Wang-Cowham

Mixed Methods and Research Design through Case Study

Different types of case study Designing case study The strengths and limitations of case

study approach Introducing mixed methods The use of mixed methods in case study

Schedule of Study for Part 2 of the Research Methods Module44-70435-CONT 1-C

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SESSION SESSION TOPICSession Six – (SHU Week 12)Thursday 12 October 20171400-1630, Room: Owen-920Tutor: Kath Gardiner

Qualitative Methods–Interviews Why do interviews? Preparing for the interview Conducting the interview Interpreting the results

Session Seven – (SHU week 13)Thursday 19 October 20171400-1630, Room: Charles Street 12.6.09Tutor: Beth Patmore

Quantitative Methods - Surveys What are quantitative methods? Introduction to surveys and

observations Descriptive vs Analytical Surveys Conducting a descriptive survey

(questionnaire construction, sampling, analysis)

Conducting an analytical survey (hypothesis/conceptual framework, operationalising constructs, sampling, analysis)

Validity in survey research How to administer a survey data Practical challenges faced when

doing survey research Criticisms of the survey method

Session Eight–(SHU week 15)Thursday 02November 20171400-1630, Room: Stoddart 7505Tutor: Beth Patmore

Analysis Quantitative data analysis

(descriptive statistics) Qualitative data analysis (inferential

statistics) Qualitative Analysis 3 different 'ways'

Session Nine (SHU week 16)Thursday 09 November 20171400-1630Stoddart 7139Tutor: John McAuley

Revision of Key Issues from Semester One:

Epistemology What we mean by qualitative

research What we mean by quantitative

research What we mean by mixed-methods

researchSession Ten –(SHU week 18)Thursday 23November 20171400-1630Room: Stoddart 7139Tutors: John McAuley ****To get the most out of this session bring a draft of your presentation and proposal for peer feedback ********

Research Proposal & Write Up Planning and writing strategies The Research Proposal Designing a structure for your

dissertation The literature review The 'methodology' chapter (or

section) The 'analysis and discussion' chapter

(or section) Presenting your material

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SESSION SESSION TOPICSession Eleven – (SHU week 19)Thursday 07 December 20171400-1630Room: Stoddart 7504

Tutor: John McAuley

Presentation Day

Reading ListYou will find a comprehensive Reading List (with access to electronic texts where they are available) on the 'Support Resources' page of the BlackBoard site

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Topic 1: Introduction to Research Methods and Plagiarism

Topic 2: Literature Review

Topic 3:Philosophy

Topic 4: Research Design

Topic 5:Case Study / Mixed Methods

Semester 1 Lecture Topics and Activities

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Topic 1: Introduction to Research Methods

Lecture The aims and objectives of the module The lecture and seminar programme What is 'research' and why is it undertaken? An overview of research methods What are the main problems and issues involved in conducting research? Key Study Skills Critical and Reflective Thinking

Questions and ActivitiesThe first seminar will also serve as a 'getting to know you' session and will provide you with opportunities to ask questions about the programme of activities and about the assessment tasks. It will also provide opportunities for the lecturer to gauge the extent and nature of your previous research experience. We will then consider the key area of topic selection and writing research questions. This will then be followed by a short discussion around plagiarism.

Activity 1 - Getting to Know You (30 Minutes)

In groups of 2-3 ask each other the following questions:

Did you undertake an undergraduate dissertation? If so:

a) What was the subject?b) What was the length?c) What research methods did you use?d) What difficulties did you encounter?e) What was the main thing you discovered about research from undertaking the

dissertation?

If no, answer the following questions:

a) What things are of interest to you?What type of research methods might suit you?

[Please not the tutor will come around and speak with each group quickly to get an idea of peoples experience and interests]

Activity 2 – Drafting Research Questions (Round 1) (45 Minutes)

You will be given 5 examples of research questions that either IHRM / HRM students have submitted within their research proposal for this module. In your groups, consider the following [30 minutes]:

a) Are the proposed research questions ‘good’?

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b) If they are good, explain why?

c) If they are not good, explain why? Then consider how you might make them better (i.e. re-write them)

Once everyone has completed this portion, we will then discuss what everyone has found either as a class or each group will present their thoughts on one of the proposed set of objectives / questions. [15 minutes]

Activity 3 – Drafting Research Questions (Round 2) (30 Minutes)

Here are the same students’ questions / objectives but after they have changed them based on feedback and discussions with their dissertation supervisor / tutor. In your groups compare these to the previous research question and consider the following [15 minutes]:

a) Do you think these research questions are better than the previous attempts? If so why?

b) If you don’t think so why? Suggest any changes you would make to further improve these.

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Once everyone has completed these portions, we will then discuss what everyone has found either as a class or each group will present their thoughts on one of the proposed set of objectives / questions. [15 minutes]

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Topic 2: Literature Review

Lecture Types of data Evaluating the sources of information Exploring the literature Critical reading and thinking skills Writing a literature review Developing your ideas (conceptual framework/hypothesis)

In addition, you might make use of the Postgraduate Dissertation guide (especially the section entitled "how you do a literature review", as this contains information on accessing material for a research problem)

Questions and Activities

Activity 1 - Introduction to the ABS Journal Ranking List & Searching the Literature

Part One– (10 Minutes)

The tutor will break you off into pairs / small groups / individuals and you will be given an iPad. Here the tutor will remind you where library gateway is and how to access the key online reference databases. You will then be introduced to the Association of Business Schools (ABS) journal ranking list as a means to identify quality journals in the area of human resource management and general management. The tutor will show you screenshots of the ranking list and point out of some key / popular journals that can be search directly.

Part Two– (30 Minutes)

In pairs you will choose a topic and spend 30 minutes searching and gathering quality sources on the topic of interest:

1. Do a key word search on your topic in Google scholar2. Try the same search in one of the other electronic databases or Library Gateway3. Do the same key word search but in specific relevant 3*/4* journals. 4. Compare and contrast the advantages and disadvantages of using these approaches

Remember to record your sources and make notes as you do both searches - record author and date; subject; methodology / data collection method; sample size; location/country of research; quality of the source (book, peer reviewed article etc.)

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Activity 2 - Examples of Literature Reviews

You will be given four extracts from MSc HRM / IHRM students' literature reviews which were submitted as part of the proposal in past years. These extracts vary in quality (fail, pass, very good, excellent) to help illustrate the difference between critical and descriptive reviews of the literature. Please read them.

Now in groups answer the following questions for each extract:

1. How clearly do the author(s) state the objectives and/or purpose of the research?

2. For each extract, highlight where the authors provide an overview of the key ideas and themes? Compare which extracts do this more critically than others?

3. For each extract, highlight where in the extract the author summarise(s), compare(s) and contrast(s) the work of key researchers in the field. Are these critical or descriptive in style?

4. What mark would you give each extract? (fail, pass, very good and excellent)

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Topic 3: Philosophy

Lecture What is philosophy? Language of management research Different types of research paradigms

Questions and Activities

Activity 1: Reality as a Construction of the Mind

This is an exercise to help us frame and discuss the issues of Ontology and Epistemology.

1. When you look at the preferences of Maria and Eva (Ontologically speaking) and James and Peter (Epistemologically speaking) which are closer to your own position (a) in everyday life and (b) when you are undertaking research?

Group Discussion

1. Can reality ever be anything other than a collection of subjective understandings about the world around us?

2. To what extent is 'reality' a projection of our mind, schooled by our education systems, the media and popular culture?

3. To what extent do we create our own realities?

4. To what extent do the realities in which we live create us?

5. As a researcher, is your primary objective to understand the world in which you live, or to understand how people react to the world in which they live?

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Activity2: Applying Philosophy to Research Practice

1.In your group discuss the key features of:

a. A positivist paradigm

b. An interpretivist paradigm

Discuss the key assumptions informing the research approach and how these influence the research approach/ methodology.

Consider what a piece of research informed by a positivist/ interpretivist paradigm would look like.

Each group to present their ideas.

Class discussion contrasting the two paradigms/ implications for research.

2. Class discussion on the nature of an inductive v deductive research approach (discuss drawing on 'an example of a deductive study' and 'an example of an inductive study')

3. In your group discuss the meaning of reliability, validity and generalizability using examples of what these concepts would look like if conducting research from a positivistic or an interpretivist paradigm [remember quality criteria varies depending on research paradigm]

4. Each member of the group is required to think of a topic which could be suitable for their dissertation. They are then required to choose a methodology they think would be appropriate for this dissertation topic. The findings will be presented by each student to the seminar group as a whole.

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Topic 4: Research Design

Lecture What is a Research Methodology? Types of Research Methodology Defining research questions

Questions and ActivitiesPrior to the start of this session you will be given a paper to read.These will be examples of research conducted from the positivist, interpretivist or critical philosophical paradigms. The purpose of this exercise is to help demonstrate how our research philosophy impacts on how we design and present our research.

Step 1: Read through the article you have been given and consider these areas BEFORE class.

In class you will be divided into groups based on the type of research paper (positivist, interpretivist, critical).

In groups you are going to consider the questions below and present a summary of these to the class. This is a 'group learning exercise' so instead of reading all three papers you will each share with the class the key features of each paper that reflect the research tradition from which it was conducted.

NOTE: Think about how each elements of the research design below is reflective of its philosophical commitments (research tradition/ paradigm) and why?

What are the research aims and questions/objectives?

What structure does the literature review take and how is it being used? [(is it being used to 'make a case' or substantiate a framework or theory (deductive / objective) or is it being used to set the scene or provide context (inductive/subjective)]

How is human action being portrayed? (is it determined and universal or unique and individual and maybe chaotic)

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What is the role of the researched [is there voice to the research participants in the research in the a) methodology/design b) findings]

What is role of the researcher (how involved is the researcher in gathering data and knowledge construction - is there are recognition of the research involvement)

What is the language and the style in which the research is written? (is it descriptive or challenging; is it written from a distance, with neutrality or written in the 1st or third person)

How is the research design presented? Is it a journey or a prescriptive formula anyone could pick up and replicate?

How are the findings presented? Is it reliant on number or words? Is there a preoccupation with 'validity' of the findings or things being seen to be 'true'? Or is it about providing insight into how people experience things / understand the world around them? Or is it about challenging the dominant understanding

What is the discussion and conclusions sections like? Are there any generalisations being made about human action or this about building insight?

Step 2: Presentations from each group about their paper

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Topic 5: Case Study and Mixed Methods

Lecture

Introducing case study approach Different types of case study Designing case study The strengths and limitations of case study approach Introducing mixed methods The use of mixed methods in case study

Questions and ActivitiesActivity 1: Mixed Methods

A mixed methods strategy has become increasingly popular in business research topics, where a combination of approaches has allowed researchers to address the issues from a variety of perspectives.

In small groups, discuss your ideas on the following, and be prepared to share in a plenary discussion with the rest of the group:

1. How useful is the concept of a mixed methods strategy to HRM research in general, and why?

2. How useful is the concept of a mixed methods strategy to your own research?

3. Which methods of mixing (see notes) would be appropriate to your research?

4. How would you deal with any potential weaknesses of this strategy?

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Activity 2: Case StudiesCase studies are increasingly popular in business research projects too. Read Genji's case study project, and consider the following questions:

1. What do you think of Genji's research project?

2. What do you think of the methodological framework that she developed for her research project?

3. If you are to conduct a case study in your own organisation, could you outline a methodological framework for your own project? [Think about your project perhaps - a brief outline and rationale will do.]

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Topic 6:Qualitative Methods - Surveys

Topic 7: Quantitative Methods - Interviews

Topic 8:Analysis

Topic 9: Revision of key issues from Semester One

Topic 9: Research Proposals and Writing up

Topic 10: PRESENTATIONS

Semester 2 Lecture Topics and Activities

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Topic 6: Qualitative Methods - Interviews

Lecture

Why do interviews? Preparing for the interview Conducting the interview Interpreting the results

Questions and Activities

Activity 1: Interviewing Exercise (60 Minutes)

You will break off into groups of three (observer, interviewee and interviewer – each person will play each role over the time period of the exercise). In 3 separate rounds you will conduct a structured, semi-structured and an unstructured interview.

The interviewer will be responsible for drafting a topic guide (on any topic of interest – consider using your dissertation topic or a topic related to this) for a 10 minute interview. [Note those that are doing the structured interview will be provided with a topic guide so won't have to draft one]

1. At the start of the exercise assign roles (structured, unstructured and semi structured interviewer – who will be interviewed and the observer for each and design topic guides (15 minutes).

2. You will then go off and conduct this round-robin interviewing exercise. You can go elsewhere in the building to do this. Some key points here:

The observer needs to keep time and note the quality of the information the interviewer is obtaining and any challenges / advantages of this interviewing technique.

The interviewer needs to decide if they want to record it (try with your phone) and attempt to take notes during the process – what will these notes look like?

The interviewee needs decide if they will be nice or difficult – I would suggest not trying to be very difficult as in practice most people are willing participants but if you give one word answers this could help to encourage the interviewer to ask further lines of questioning and try different techniques.

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Activity 2: Reflection Time (30 Minutes)

Once the activity has finished in your groups I want you to consider the following (15 minutes)

1) Ask the observer and interviewee – What worked well? What did not go so well?

2) Consider if you were going to use this method of collecting data again, what lessons would you take from the experience?

3) What are the key points to remember going forward in your dissertation?

As a class let's consider (15 Minutes)

1. Was there anything surprising that emerged? Was it easier or harder than you imagined?

2. What are the advantages and disadvantages of each type of interview?

3. What key points will you take forward to the dissertation?

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Topic 7: Quantitative Methods - Surveys

Lecture What are quantitative methods? Introduction to surveys and observations Descriptive vs Analytical Surveys Conducting a descriptive survey (questionnaire construction, sampling, analysis) Conducting an analytical survey (hypothesis/conceptual framework,

operationalising constructs, sampling, analysis) Validity in survey research How to administer a survey data Practical challenges faced when doing survey research Criticisms of the survey method

Questions and ActivitiesIn the seminar we are going to consider the design of analytical and descriptive survey to study HRM practice. I am using student examples rather than academic papers to provide some familiarity and context. I have tried to include the following:

background information to help you get an idea of the purpose of the research (aims and objectives)

data collection tools (survey instruments) and sampling methods

Activity 1: DBA Questionnaire (individually or in groups) [20-30 minutes]

This is a fun and light hearted approach to survey design (and was not produced by a student!)

1) Take a look the DBA questionnaire and considering the principles of good questionnaire design discussed in lecture, highlight all the areas of bad practice [10-15 minutes]

2) Let's discuss as a class all the areas that are 'weak' and could be improved [10-15 minutes]

Activity 2: Survey of Work-Life Balance [30-45 minutes]

First you are given a first draft of an MSc student's survey instrument. Think about the following points when consider the quality/efficacy of the draft questionnaire

1. What type of survey is being deployed and why?

2. Do the survey questions help the researchers to answer the research questions / aims? [Try and pick some examples from the questionnaire].

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3. Going through the questionnaire try to pick out the various design flaws. What would you change and to what? [mark up the questionnaire]

It is very easy to criticise but this is why you are engaged in the supervision process to help develop your thinking. I will now give you the final version which was used to collect data. Note: I would like to add as a supervisor, I gave feedback to the student on the first draft - they never came back to me again for comments and just re-designed the survey, administered it without piloting and showed it to me at the analysis stage. You might find this odd but it wouldn’t be the first time this has happened.

4. What do you think of the final version? Are there things you would still change? What are they? [mark up the questionnaire]

5. How will they administer the survey? What sampling method do you think they used?

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Topic 8: Analysis

Lecture Quantitative Data Analysis - descriptive statistics Quantitative Data Analysis - inferential statistics (the very basics) Qualitative analysis 3 different 'ways'

Questions and ActivitiesQuantitative Research Exercise - 'Analysis' (30 minutes)

Background to the Survey

Research Working title: Digital HR - How digital-ready are UK HR professionals?

Synopsis:

"72% think that Digital HR is important or very important but only 9% feel fully ready for it" (Bersin by Deloitte, Global Human Capital Trends 2016)The research suggests that HR has a key role to play in helping organisations move to a digital mind-set and using digital to improve employee experience. This affects the HR function in every way: from how HR design, run and measure their programmes to the tools and systems used and how HR communicates with the rest of the business.

Our new research project will delve deeper into the areas that Bersin by Deloitte identify as important for HR to start in their quest for a digital-first HR strategy; as we ask UK HR professionals: "How digital-ready are you?"

Execution:

The survey was launched in August 2016 and s and 268 responses were collected. The survey went out to HR professionals from a range of industries.

FYI - in terms of organisation size is following breakdown: 0-500 employees (113), 501-1,000 employees (24); 1,001 - 5,000 employees (78), 5,001 - 10,000 employees (14); 10,000 + employees (39) - therefore:

Small (0-1,000) = 137 respondentsMedium (1,001 - 10,000) = 92 respondentsLarge (10,000+) = 39 respondents

Part 1: Analysis

Below are three tables extracts from a basic descriptive (frequency and cross tabulation) analysis of the survey findings. This is for the following question from the survey (Q1):

Q1 - Would you say your organisation has a digital mind set?o yes - we are a digital businesso yes - digital is a core part of our business strategyo no - but it’s a priority over the next 12 monthso no - and the organisation hasn’t prioritised this

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o don’t know

The frequencies (number of responses) was then calculated for responses to Q1 by size of the respondent organisation and industry in which they operate

I would like you to analyse each of the figure below figures (5-7) by writing a short narrative around figure which discusses the key trends / finding emerging from each set of 'data'.

Analysis 1 - Figure 5 (digital mindset of all organisations responding - 268 responses)

Fig 5. Digital mindset of the organisation

Yes - w

e are

a digi

tal busin

ess

Yes - d

igital

is a co

re part

of our b

usiness

strat

egy

No - but it

’s a prio

rity o

ver th

e nex

t 12 m

onths

No – and th

e orga

nisation hasn

’t prio

ritised

this

Don't know

0%

5%

10%

15%

20%

25%

30%

35%

26%

33%

26%

13%

3%

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Analysis 2 - Figure 6 (digital mindset by organisation size of respondent)

Fig 6. Digital Mindset by Organisation Size

small medium large0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

15% 14%5%

24%24%

36%

28% 37% 38%

28% 24% 21%

Yes - we are a digital businessYes - digital is a core part of our business strategyNo - but it’s a priority over the next 12 monthsNo – and the organisation hasn’t prioritised thisDon't know

Small (1-1000 employees), medium (1,001-10,000), large (10,000+) - these are normal categories used to delineate organisations by size. Number of respondents (268)

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Analysis 3 - Figure 7 (digital mindset by industry)

Fig 7. Digital Mindset by Business Sector

Insurance / Finance / Banking

IT / Telco

Manufacturing

Professional Services

Retail

Travel & Transportation

Government / Public Sector

0% 20% 40% 60% 80% 100%

9%

3%

21%

10%

20%

21%

33%

43%

6%

30%

23%

25%

32%

7%

26%

33%

28%

39%

35%

32%

53%

22%

58%

21%

29%

20%

16%

No – and the organisation hasn’t prioritised thisNo - but it’s a priority over the next 12 monthsYes - digital is a core part of our business strategyYes - we are a digital business

Telco= telecommunications

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Seminar Activity 2: Qualitative Data Analysis (60 Minutes)

There are a number of ways to analyse qualitative data, and you can analyse data at the level of the phrase, sentence, paragraph or section.

Read the attached passage of qualitative data (taken from a mentoring conversation) and mark/label the passages that are most significant and interesting to you:

Mentor: Can I take you back to this week, and the start of this new job. Something that’s come up for me is that usually I know what’s happening in your working life, and I usually know what’s happening in your personal life, because you’re very chatty, you share a lot. But this week, it’s a big new beginning and you’ve said how you would have liked the head of section to show some interest. I wonder if you could say a bit more about that. It seems like a quiet start …

Mentee: Yes, a quiet start … um … previously, he’s been very supportive, but this week he’s been very busy with other things. Another colleague, he says you have to manage him (laughter). When I was in charge of the last area, he would leave me to get on with it and I would feed him information from time to time. But this new job is different.

Mentor: It sounds like there is something you want from him?

Mentee: Er … I think more information … I think there’s this other issue which comes up … that he suffers from “last minute-ism”, in time management, and you know what I’m like with time management. You know, if it’s not in the diary three months ahead, I find difficulty with it really. For example, there is a very important meeting today that I was just told about on Wednesday. Well, I’m sorry, there’s no way I can go to it … (laughter) … so there’s that issue.

Mentor: That’s his style …

Mentee: Yes, yes … worries me a touch …

Mentor: Somebody you are having to work to … yes … and that’s a problem for you …?

Mentee: Yes, simply on that one, generally he’s very good, the “last minuteism”, it gets a bit close for comfort, and personally I find that very difficult. I like plans in the future.

Mentor: You’re usually very upfront with people, would you think about going to see him?

Mentee: I think I would, actually, although … I’ve not really thought about it … (pause) … I think … (pause) … yes, I do need to go and see him and say “Now look, that meeting was important, you knew it was coming up, could we have this information more in advance”. With other things he doesn’t control directly, the administrator has put in place some of these dates and we now have them. And I think he needs to learn some of that …

Mentor: This issue has come more to the fore this year with the shift to the new role as director. It’s something to do with the last job being less important than the new work and here you are with a high profile. And it means you’ve got a different sort of relationship with him.

Mentee: Well, it’s big business, it’s worth a lot of money, in the picture of things, the last job is worth peanuts really, actually, in financial terms, whereas this one is worth a lot of money. Mentor: So the stakes are higher?

Mentee: Absolutely.

Mentor: This relationship with the head of section is perhaps more important than it’s been before.

Mentee: I think it is. (pause) I just wonder, just sometimes, I wonder whether it’s me that’s got the problem with this time management business … um …

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Mentor: It’s bit of a running joke, isn’t it …?

Mentee: It is really (laughter)

Mentor: I have a simple man’s diary … (laughter) … you … have a different sort of diary …

Mentee: Absolutely … absolutely, (laughter) … and you seem to survive all right (laughter) … um …

Mentor: So is that another issue …?

Mentee: I don’t know … but I wonder if, personally, it’s a bit of an obsession. I think the busier you are, and all there is to do, you need to be organised. This view of time, which is … (pause) fundamentally, I think that my time is mine and that I choose to sell it to my employer … (pause) I don’t think everyone sees it like that (laughter) so if I choose to sell it, then it’s a negotiable thing.

Mentor: Well …?

Mentee: I’m sure other people won’t see it like that.

Mentor: There’s the culture you come up against. (pause) I’m conscious that we’ve been talking for some time … I wonder if it would be useful for you to summarise …

Mentee: You want me to do that!!?

Mentor: You start and I’ll chip in …

Mentee: All right … well, I suppose the first thing is the issue of the past, what went on then, but I don’t … that’s gone now, that was tense but I got out of that responsibility … so in a sense that was quite satisfying. But it wasn’t like frying pan to fire; it’s a new thing opening up. What I have, you know, in terms of budget, and that’s a bit nerve racking. And then there’s … (pause) … then there’s the time management issue … um … which is … I’m not sure whether it’s my problem or his. Either way, we’ve got to sort it out. And I think that’s probably the key issue. When people are busy you’ve got to sort out some sort of organisation around that.

Mentor: So when we take this further, we’ll pick up these issues. You’re in the early, very early stages, the first days of the new responsibility …

Mentee: Yes.

Mentor: And working on the relationship with your line manager is a priority …

Mentee: Yes, I think it is, I think you’re right, and I think I shall tackle that … although, I’ve always got on well with him …

Mentor: Yes

Mentee: I don’t have a problem with that. Because the stakes are a bit higher, the relationship is likely to be a bit closer.

Mentor: On the other side there’s what you’ve described as being obsessive about time management. Perhaps it will be helpful to explore that more, so that you can get clearer about it, and that may help you with your manager.

Mentee: Yes, because it does create tensions. Last minute things create tensions for me, because my sense of responsibility says I should be doing that, and my sense of time management … which is “my time and we negotiate” – thinks – I’m not going to be there because I’ve already made previous arrangements. So that’s complicated. Feelings of guilt, I suppose (laughter) are around.

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Questions:On your own: (30 minutes)1. What themes (subjects) are contained in the passages you have marked?

2. What problems / issues does the mentee identify for the theme you have created?

3. If you now wished to explore the themes further, in the context of a research interview, what questions would you put to the interviewee?

In your groups / pairs (30 minutes)1. What differences are there in the passages you marked as 'interesting'?

2. Discuss with the others in the group the reasons you felt the passages you marked were more interesting than other passages. What drives your different interests?

3. Discuss whether differences in perception are a 'research problem' or a 'research opportunity'?

Topic 9: Revision of Key Issues from Semester One

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In this session we shall take the opportunity to re-explore some of the issues from Semester One

Why understanding the meaning and importance of Ontology and Epistemology for a Masters dissertation is of great importance.

What we mean by qualitative research - a reminder of the very nature of qualitative research and how it can produce a good dissertation if it is properly understood.

What we mean by quantitative research - a reminder of the very nature of quantitative research and how it can produce a good dissertation if it is properly understood.

What we mean by mixed-methods research- a reminder of the very nature of qualitative research and how it can produce a good dissertation if it is properly understood.

Topic 10: Research Proposal and Write up

Lecture

Planning and writing strategies The Research Proposal Designing a structure for your dissertation The literature review The 'methodology' chapter (or section) The 'analysis and discussion' chapter (or section) Presenting your material

Questions and Activities

The suggestion is to bring all your materials with you that you have been using to work on your research proposal and presentation. We would like you to work on this class and use each other as sounding boards for your ideas and justifications / arguments.

The tutor will make themselves available (depending on number in seminar group) to discuss with each student (2-5 minutes) any questions, comments, concerns they might have regarding their presentation / proposal.

This a peer led and tutor supported presentation and proposal workshop.

We highly recommend you come prepared to get the most out of this session – have sketched your ideas out already. If you wait until this session to start thinking of ideas the likelihood is you will get very little out of this session and will struggle to be successful in the following week's presentation.

Topic 11: PRESENTATIONS

You will present a draft of your proposal to the class in 10 minute slots.

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Depending on class size you will present either in front of the entire class or in small groups of 6-8. You will be told about this closer to the due date

See page 33 of your module guide for further guidance and marking criteria

Task Brief 1

Module Title: Research Methods

Assessment Title: Summative Assignment: Presentation

Individual/Group: Individual

Weighting: 20%

Submission Date: December 2017 – See assessment scheduler

In this assessment you are asked to prepare a 10 minute presentation that addresses your future research proposal. This involves explaining your chosen topic including a preliminary search for relevant literature that indicates some of the key issues, debates and theories underpinning your topic. You will also need to explain your philosophical approach and justify your choice. Likewise you will introduce what methods and design you feel are appropriate to complete your research discussing how you could research your topic and also who you could question, how and why.

Assessment criteria

Assessed presentation: Preparing for a research proposal

Topic choice Relevant to Programme 10 8 6 4 2 Has little relevanceTopic choice focussed 10 8 6 4 2 Lacks focus

Key IssuesIssues presented clearly 10 8 6 4 2 Vague

Critical analysis of relevant literature 10 8 6 4 2 Lacks a critical analytical

approach

Approach

Understanding of different philosophical approaches

10 8 6 4 2 Lacks understanding

Choice of philosophical approach justified 10 8 6 4 2 Lack of justification

Methods

Methods clearly appropriate and presented

10 8 6 4 2 Lack of understanding of appropriate methods

Choice (s) justified and relevant to topic 10 8 6 4 2 Lack of justification and

relevance

Presentation

Choice (s) justified and relevant to topic 10 8 6 4 2 Lack of justification on

research and irrelevant topicClearly presented and articulated topic in line with research aim

10 8 6 4 2 Lack of clarity and not aligned to research aim

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Task Brief 2

Module Title: Research Methods

Assessment Title: Summative Assignment: Research Proposal

Individual/Group: Individual

Weighting: 80%

Submission Date: December 2017 – See assessment scheduler

Instructions to StudentsThe second assignment is a 2,500 word research proposal that demonstrates your ability to reflect on methodological choices and select methods that are appropriate for your research topic (to be further developed in your Masters dissertation).

Assignments will be submitted online through Blackboard. The submission point will be found on the assessment tab on the module home page.

You must submit a copy of your research proposal via Turnitin UK before you submit your final assignment. You must also submit a copy of your ethics form along with your research proposal.

Please do not wait until the last minute to submit your assignments online, Blackboard can be slow or can fail which will result in your assignment being marked as late. Submit with plenty of time spare.

After submitting your proposal, contact your research supervisor to discuss your submission. Do not wait for feedback before contacting your supervisor.

Assignment 2: Assessment criteria(Research Proposal)Research Focus: Make a clear statement of the rationale for, and purpose of, the research. Link the purpose of the research to a specific research question(s) and/or objectives.Literature: Demonstrate a critical knowledge & understanding of the literature relevant to the proposed research, and link it to the research question.Research Design: Demonstrate knowledge of theoretical issues affecting research methodology, and show the ability to synthesize theory by developing a practical approach to the proposed study.Practical Outcomes/Research Plan: Demonstrate an appreciation of potential benefits and problems associated with carrying out the research, and present a realistic and achievable research plan.Presentation: Choose an appropriate title, and make a case for the research using a logical, and clearly structured, argument with references that follow academic conventions.Ethical Review: Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on participants.

Your research proposal must have an ethical review checklist attached to the proposal signed by the module leader. Research proposals without an ethical review will not be accepted. If you subsequently change your research topic, you must resubmit the ethical review and get it signed by your dissertation supervisor.

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Masters Level Assessment Criteria – Task 2Note: The marking matrix provides guidance in terms of the assessment criteria for the module. The tutors also take a holistic view of the assessment process and award additional marks where the work demonstrates originality, creative thinking and deep personal learning.

Criteria & Weighting

Distinction Distinction Merit Pass Marginal Fail Fail80 - 100% Excellent Work

70 - 79%Very Good Quality Work

60 - 69%Good Quality Work

50 - 59%Satisfactory Work

40 - 49%Insufficient work does not meet the assessment criteria

39-0%Work does not meet the assessment criteria

Research Focus / Question(s) / Objectives(25%).

Command of the topic, unusual creativity, perception and insight, all suggesting that work should be published in an academic forum

Demonstrates command of the topic by showing creativity, perception and insight – a serious contribution to the academic debate

Demonstrates a well-informed understanding of the topic by showing some creativity and insight

Descriptive while demonstrating reasonable understanding

Limited but insufficient understanding demonstrated. Any creative input is somewhat off the point.

Insufficient understanding demonstratedAny creative input is off point

Literature Review (25%).

Demonstrates excellent critical knowledge and understanding of the literature relevant to the proposed research with an exceptional theorisation of important literature relevant to the research focus and should be published in an academic forum. All literature discussions are linked to the research question / objectives, and lead the reader into the methodology.

Demonstrates critical knowledge and understanding with high level of theorisation drawn from a wide range of relevant and innovative perspectives and sources.

Literature discussions are linked to the research question/s or objectives and leads the reader into the methodology

Demonstrates knowledge and understanding of the literature drawn from a from a good and relevant range of perspectives and sources

Sources mostly well-integrated into the overall argument with attempts at linking discussions back to research focus or questions/objective

Demonstrates knowledge and understanding of the literature drawn from a relevant but not wide selection from a reasonable range of sources.

Sources not integrated into the argument and little attempt at theorisation or linking discussions back to the research focus or question/objectives

Limited but insufficient relevant sources and topic coverage demonstrating limited knowledge and understanding of the literature relevant to the proposed research.

However with some minor amendments this could achieve a satisfactory standing

Few relevant sources and limited topic coverage demonstrating insufficient knowledge and understanding of the literature relevant to the proposed research

Research Design

Excellent ability to synthesise theoretical

Very good ability to synthesise theoretical

Shows ability to synthesise theoretical

Shows ability to synthesise theoretical

Shows limited but insufficient ability to

Does not show ability to synthesise

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(40%)

and practical issues, choose a practical approach to sampling and data collection with a critical awareness of analytical techniques and limitations of the methodology. Excellent use of methodological literature as a source for making justifications that are of the highest academic quality

and practical issues, choose a practical approach to sampling and data collection, with critical awareness of analytical techniques and limitations of the methodology. Draws on a wide range of methodological literature which is very well integrated into clear, well-structured justifications.

and practical issues in selecting research methods with an awareness of analytical techniques and limitations of the methodology

Draws on a range of methodological literature to make mostly clear, cogent and well-structured justifications

and practical issues in selecting research method with some awareness of awareness of analytical techniques and limitations of choices. Sources sometimes integrated into the argument and drawn from a limited range. Some tendencies towards a clear and cogent justifications

synthesise theoretical and practical issues in selecting research methods. With some minor amendments this could achieve a satisfactory standing

Sources occasionally/not at all integrated into discussions with some/minimal justifications present

theoretical and practical issues in selecting research methods.

Sources /not at all integrated into the justifications.

Minimal structure and minimal to no justifications present

Presentation / Practical Outcomes(10%)

Logical and excellent arguments on the practical issues, with a realistic and detailed plan, excellent presentation that obeys academic conventions regarding writing and referencing. No errors in grammar or spelling

Logical and very good arguments on the practical issues, with a realistic and detailed plan, very good presentation that obeys academic conventions regarding writing and referencing. Virtually no errors in grammar or spelling

Good appreciation of the practical issues that affect the outcomes of the research, with realistic and detailed plan and good presentation.

Referencing clear and accurate using appropriate conventions. Near perfect grammar and spelling, with only a few errors

Attempts to recognize the practical issues that affect the outcomes of the research, and includes a satisfactory plan.

References adequate but clearer and/or more references needed.

Reasonable grammar and spelling but with several notable errors

Limited but insufficient appreciation of the practical issues that affect the outcomes of the research.

References limited but insufficient showing superficial engagement with the literature

Many errors in grammar and spelling which can make it difficult to read

Does not appreciate practical issues that affect the outcomes of the research.

Insufficient references (Very few references most of which are basic / inappropriate)

Many errors in grammar and spelling, making it impossible to read

Ethical Review Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

Demonstrate the ability to reflect on the ethics of undertaking research, and the potential impact of research on

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participants

Includes approval ethical review form

participants

Includes approval ethical review form

participants

Includes approval ethical review form

participants

Includes approval ethical review form

participants

Includes approval ethical review form

participants

Includes approval ethical review form

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