This course provides the student with the principles of qualitative approaches to health research. A core component of this course is training in analytic thinking as it is applied to qualitative methodologies and health research more generally. Students will acquire knowledge in the foundations of qualitative research as well as practical qualitative methods, such as interviews, observation, document analysis and focus groups. Students will be expected to participate in exercises designed to enhance skills and techniques throughout the course.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Describe the qualitative approach in health research;
- Evaluate qualitative and mixed methods research;
- Explain the relationship between research design and research methods;
- Conduct their own qualitative research;
- Develop a detailed qualitative research proposal.
Research-Led Teaching
This course explores the foundations of qualitative research design and provides students with the core concepts and techniques for qualitative fieldwork and applied interdisciplinary health research. Students will acquire knowledge and practice in qualitative theory, research design, collection, management, and analysis. A central component of the course is training in analytical thinking via the development of a research proposal. Students will be expected to participate in a series of exercises designed to enhance skills and encourage reflective exploration of the research process. In addition to readings and lectures, students will design and pilot a research project during the semester.
Recommended Resources
Recommended student system requirements
- ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Webcam
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Staff Feedback
Students will be given feedback in the following forms in this course:
- Written comments on assignments.
- Verbal comments.
- Feedback to the whole class.
- To groups; and
- To individuals.
Student Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
Other Information
DELIVERY
Flipped classroom –
A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it with the teacher in a tutorial. This is the reverse of the more common practice of introducing new content in the classroom, then assigning activities and homework. Complete your lectures and readings before attempting the weekly activities.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Social and Cultural Understandings of Health and Wellbeing | |
| 2 | Qualitative Research in Health | |
| 3 | Research Design in Qualitative Methodologies | |
| 4 | Sampling Strategies and Ethics | |
| 5 | Interview Method | |
| 6 | Interview Method | |
| 7 | Writing a Proposal | |
| 8 | Focus Group Method | |
| 9 | Observational Method | |
| 10 | Text and Visual Methods | |
| 11 | Data Management and Analysis | |
| 12 | Data management and Analysis |
Tutorial Registration
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.Assessment Summary
| Assessment task | Value | Learning Outcomes |
|---|---|---|
| Research Journal | 20 % | 1,2,3 |
| Interview assignment - pilot research proposal assignment (interview) | 30 % | 1,3,4,5 |
| Research Proposal | 50 % | 1,3,4,5 |
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
Policies
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Extenuating Circumstances Application
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
Assessment Requirements
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Participation
Students are expected to complete the weekly lectures and readings before the tutorial each week and contribute to class.
Assessment Task 1
Learning Outcomes: 1,2,3
Research Journal
Your engagement in this class depends entirely on you. I will do my best to make the lectures and class activities a thought-provoking and engaging experience. It is up to you to engage with the lectures, activities, WATTLE site and assignments. You will benefit from engagement because you’ll enjoy the class a great deal more, develop your understanding and learn from your peers.
Students will reflect on their learnings through weekly memos posted on the WATTLE site. These short entries should provide critical reflection on the themes and issues covered in the required readings, lectures, class activities to demonstrate that you have completed them. These entries should not summarise content from the week. Taking a conversational tone, as you would discussing these topics in class, can help you to demonstrate the ways in which you have considered the material in light of your developing research expertise and life experiences. Reading and responding to ideas presented by your classmates can assist you.
Value: 20%
Word Limit: 250-450 words
Due Date: The journal is weekly and is expected to be completed before the next week’s tutorial. The date range for this task comprises weeks 1-6 and weeks 7-12. Submit on WATTLE.
Return Date: Weekly
Rubric
| High Level of Expression | Medium Level of Expression | Adequate Level of Expression | Low Level of Expression | ||
|---|---|---|---|---|---|
Demonstrate that you have understood the central issues addressed by the various weekly readings, lectures and activities | In-depth knowledge and understanding of subject material | Good knowledge and understanding of subject material | Some knowledge and understanding of subject material | Omissions in knowledge and understanding of subject material | |
Developing skills in reflection, analysis, and writing | Excellent demonstration of reflective writing skills. | Good demonstration of reflective writing skills. | Some demonstration of reflective writing skills. | Low level of demonstration of reflective writing skills. |
Assessment Task 2
Learning Outcomes: 1,3,4,5
Interview assignment - pilot research proposal assignment (interview)
This assignment allows you to begin designing your qualitative research proposal. In this assignment, you will develop an interview schedule and pilot one interview. These activities allow you to begin structuring and writing your research proposal (Assessment Task 3), and to receive formative feedback on your research question and design.
In developing a qualitative project and piloting the data collection method, students will be required to produce:
- a preliminary research proposal including an introduction, qualitative research question and method section
- consider ethical requirements of the interview study
- draft an interview schedule
- conduct a pilot interview with one consenting participant
- reflect on the qualitative research questions and design in light of the pilot
Value: 30%
Word Limit: Approximately 3000 words in length.
Due Date: 18 April. Submit via Turnitin on the class WATTLE site.
Expected Return Date: 28 April
Rubric
| Basic (0-5) | Proficient (6-10) | Good (11-15) | Exceptional (15-20) | ||
|---|---|---|---|---|---|
Introduction/literature review, study question and rationale (20) Background research and literature review is assessed and summarised in relation to the study (between 4 and 10 references expected) The importance of the study is introduced and described to the reader Clear reasoning on the rationale for the study. Inclusion of the qualitative research question/s | Little to no background information given. The research purpose and question is unclear or omitted. | Some background information is given, but the link to the current project/question is not clearly stated. The research purpose and question is unclear or mismatched. | General background research is cited from reputable sources and is linked to the current project, with some areas lacking clarity and reasoning. A qualitative research purpose and question is stated. | Background research is appropriately cited from reputable sources and clearly linked to the current project. Specific background information provides a context for why the current project/question is being investigated. A clear qualitative research purpose and question is stated. | |
Methods and ethics (20) Introduce the overall methodological approach for investigating your research problem (i.e why you are using a qualitative approach to address this research question) and indicate how the qualitative approach fits the overall research design Describe the pilot interview method Provide a summary and rationale for participant selection and sampling (i.e who was sampled and why) Description of the ethical considerations involved in designing and conducting this pilot interview. | The research design is not in line with standard qualitative interview techniques or does not match the stated purpose and research question. Poor description of data collection with serious inconsistencies and omissions. Criteria/rationale for selecting the pilot participant is not appropriate to the study or is missing. Methods for ethical protection of the participant are missing or not clearly explained. | The research design is confusing or not in line with the qualitative interview approach. Poor linkage between the purpose, questions, and design. Confusion or mistakes in standard terminology. Criteria/rationale for selecting the pilot participant is not clear and/or is not appropriate to the study. Methods for ethical protection of the participant are not clearly explained. | The pilot research design has been identified and described in sufficiently detailed terms. Some limitations in the links between the purpose, questions, and design. Standard terminology is mostly correct. Criteria/rationale for selection of the pilot participant is specified and appropriate to the study. Methods for ethical protection of participants are explained with some omissions. | Information is given so that the process of the pilot study is clear and easily understandable. The purpose statement, questions, and design are mutually supportive and coherent. Standard terminology is correct with data collection procedures explained in detail. Criteria for selecting participants are clearly specified and are appropriate to the study. There is a justification for the selection of your pilot participant. Methods for ethical protection of the participant is clearly explained step by step. | |
Reflections (20) ?Reflect on how your pilot went, in particular, assessing whether you think that your qualitative research question and approach are suitable. Is your research question suitably qualitative and well aligned with your topic area? Were the interview questions appropriate to your research question? What you would use again, what you would change and what you would expand, and why. Provide meaningful suggestions about what you would like to work on in preparation for your final assignment. | Lacks understanding that the pilot is a test of the qualitative framework and interview method to be used on a larger scale in the final proposal. Little to no consideration of the ways in which the pilot study did and did not demonstrate that the research questions and interview method can work. Little to no reflection on some of the possible patterns and associations that may be worth following up in the subsequent larger study. | Developing understanding that the pilot is a test of the qualitative framework and interview method to be used on a larger scale in the final proposal. Considers some of the ways in which the pilot study did and did not demonstrate that the research questions and interview method can work. Reflects on some of the possible patterns and associations that may be worth following up in the subsequent larger study. | Understands that the pilot is a test of the qualitative framework and interview method to be used on a larger scale in the final proposal. Considers some of the ways in which the pilot study did and did not demonstrate that the research questions and interview method can work. Reflects on some of the possible patterns and associations that may be worth following up in the subsequent larger study. | Reviews the pilot as a test of the qualitative framework and interview method to be used on a larger scale in the final proposal. Considers the ways in which the pilot study did and did not demonstrate that the research questions and interview method can work. Reflects on possible patterns and associations that may be worth following up in the subsequent larger study. | |
Appendices and transcript (20) Interview schedule includes qualitative questions that clearly relate to the research question. The interview transcript is typed in standard form enabling clear differentiation between the interviewee and interviewer. | Data collection tools and transcript are not included in the Appendix. | Data collection tools and transcript are included in the Appendix but are incomplete and inconsistent. | Data collection tools and transcript are included in the Appendix. They are complete but include some omissions or inconsistences with the qualitative research approach and/or research questions. | Data collection tools and transcript are included in the Appendix. They are complete and demonstrate a clear understanding of the qualitative research approach and research questions. | |
Writing and citations (20) ?Use of appropriate English grammar, spelling and punctuation. Conforms to referencing standards | The length of the narrative is too long or too short. The ideas are presented with poor focus. Does not conform to referencing standards | The content and length of the proposal are inadequate (i.e. there is some logic in the narrative part, but the ideas lack of clear focus and structural argumentation). Mostly conforms to referencing standards. | Proposal format has been followed mostly. The narrative presents the ideas in an almost structural and logical manner. Mostly conforms to referencing standards | The narrative has the appropriate length and the ideas are presented in a clear structural and logic manner identifying reasonable well the reasons and means to achieve the goal of the proposal. Conforms to referencing standards |
Assessment Task 3
Learning Outcomes: 1,3,4,5
Research Proposal
This assignment builds on Assessment Task 2. Students will receive formative feedback from the lecturer on Assessment Task 2 which should be incorporated into Assessment Task 3.
Using skills developed throughout the semester students will write a research proposal including five main sections:
- a brief introduction/literature review
- study rationale
- pilot findings
- research design
- ethics
Value: 50%
Word Limit: Approximately 3000 words in length.
Due Date: 2 June. Submit via Turnitin on the class WATTLE site.
Expected Return Date: Final course grades will be available from ISIS
Rubric
| Basic | Proficient | Good | Exceptional | ||
|---|---|---|---|---|---|
Title, introduction/literature review (10) · Background research and literature review is assessed and summarised in relation to the study (4-10 references expected) · The importance of the study is introduced and described to the reader | Little to no relevant background information given. | Some background information is given, but the link to the current project/question is not clearly stated. | General background research is cited from reputable sources and is linked to the current project, with some areas lacking clarity and reasoning. | General background research is cited from reputable sources and is linked to the current project, with some areas lacking clarity and reasoning. | |
Study question, rationale (10) · Clear reasoning on the rationale for the study · Inclusion of the qualitative research question/s | The research purpose and question is unclear or omitted. | The research purpose and question is not qualitative, is unlcear or mismatched. | A qualitative research purpose and question/s is stated. The reasoning or questions lack some coherence or clarity. | A clear qualitative research purpose and question/s is stated. | |
Design section opening (10) · Introduce the overall methodological approach for investigating your research problem (i.e a qualitative approach) and indicate how the approach fits the overall research design. | Methodological approach is not introduced or is unrelated to qualitative research. | An overall approach for investigating your research problem is not connected to your research topic and/or suggests a limited understanding of qualitative approaches. | The qualitative approach for investigating your research problem is introduced and demonstrates a developing understanding of how to express the usefulness of qualitative approaches.
| The qualitative approach for investigating your research problem is introduced and demonstrates a developing understanding of how to express the usefulness of qualitative approaches.
| |
Sampling design (10) · Describes the population from which the sample will be drawn · Describes and justifies the sampling method including the sampling frame used. · Describes characteristics of the selected sample Describes the sampling procedure and how they will be recruited to the study. | Criteria for selecting and obtaining access to participants are not appropriate to the study or are missing. | Criteria for selecting and obtaining access to participants are not clear and/or are not appropriate to the study. Some omissions in description of the sampling design | Criteria for selecting participants are specified and are appropriate to the study. Some omissions in description of the sampling design. Procedures for gaining access to participants are described with some detail | Criteria for selecting participants are clearly specified and are appropriate to the study. There is a justification for the number of participants, which is balanced with depth of inquiry-the fewer the participants the deeper the inquiry per individual. Procedures for gaining access to participants are described | |
Ethics (10) Description of the ethical considerations involved in designing and conducting this research. | Methods for the ethical protection of participants are missing or not clearly explained | Methods for the ethical protection of participants are not clearly relevant to the project | Methods for the ethical protection of participants are explained with some omissions. | Methods for the ethical protection of participants are clearly explained step by step. | |
Data collection method/s design (20) · Description of what specific qualitative methods and data collection techniques will be used, and rationale given to connect the relevance of the techniques used to the research question or problem. · Choice of methods should derive logically from the research problem/question Relevance of planned data collection methods to answer the research question/justification for using the design and approach | The research design is not qualitative or does not match the stated purpose and research question. Poor description of data collection with serious inconsistencies and omissions. | The research design is confusing or not qualitative. Poor linkage between the research approach and choice of methods. Confusion or mistakes in standard terminology and description of data collection. | The research design has been identified and described in sufficiently detailed terms. Some limitations in the links between research approach and choice of methods. Standard terminology is mostly correct with data collection procedures explained, with some omissions. | Information is given so that the process of the study is clear and easily understandable. Choice of methods derive logically from the research problem/question. Standard terminology is correct with data collection procedures explained in detail. | |
Demonstration of development (10) The proposal should put into practice learnings from the pilot project. | No obvious advancement from the pilot project. | Some elements of student reflection and lecturer feedback appear to have been considered but are not clearly implemented. | Student reflection and lecturer feedback have obviously to have been considered and implemented, with some omissions. | Student reflection and lecturer feedback have obviously to have been considered and implemented. | |
Appendices (10) Draft data collection tools which match the approach described above and the overall research question | Data collection tools such as interview guide, observation guide, etc. are not included in the Appendix or are misaligned with qualitative research design. | Data collection tools such as interview guide, observation guide, etc. are included in the Appendix but are not aligned with the study design and/or do not demonstrate an understanding of qualitative data collection techniques. | Data collection tools such as interview guide, observation guide, etc. are included in the Appendix. The tools are suitable for the study design and show developing grasp of data collection techniques qualitative research. | Data collection tools such as interview guide, observation guide, etc. are included in the Appendix. The tools are suitable for the study design and are excellent examples of techniques in collecting qualitative data. | |
Writing and citations (10) Use of appropriate English grammar, spelling and punctuation. Conforms to referencing standards | The length of the narrative is too long or too short. The ideas are presented with poor focus. Does not conform to referencing standards | The content and length of the proposal are inadequate (i.e. there is some logic in the narrative part, but the ideas lack of clear focus and structural argumentation). Mostly conforms to referencing standards | Proposal format has been mostly followed. The narrative presents the ideas in an almost structural and logical manner. Mostly conforms to referencing standards | The narrative has the appropriate length and the ideas are presented in a clear structural and logical manner identifying the reasons and means to achieve the goal of the proposal. Conforms to referencing standards |
Academic Integrity
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
Online Submission
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
Hardcopy Submission
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late Submission
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Referencing Requirements
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.
Returning Assignments
Assignments will be returned approximately two to three weeks after the submission date.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
Resubmission is not permitted
Privacy Notice
The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Accessibility for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents all ANU students
Convener
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AsPr Anna Olsen
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Instructor
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AsPr Anna Olsen
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