Qualitative Research in (Higher) Education (DUH240)

Content

This course provides an in-depth exploration of qualitative research methodologies, with a particular focus on their application within the context of higher education. It engages students with key theoretical frameworks, methodological approaches, and best practices, fostering the advanced knowledge and research skills required for the rigorous design, execution, and dissemination of qualitative studies. Through critical analysis and practical application, students will develop the competencies necessary to contribute meaningfully to academic research in their field.

This course critically engages students with foundational and advanced concepts in qualitative research, emphasizing the theoretical and methodological rigor required for scholarly inquiry in higher education. A central element of the course involves an in-depth analysis of selected readings to facilitate critical discussions on research design, data collection, and data analysis strategies. Students will examine a variety of qualitative research designs, developing the ability to select and implement robust approaches for conducting high-quality qualitative studies.

The course addresses several core themes in qualitative research:

• Qualitative research design: Structuring research studies by aligning research questions with appropriate methodologies and ensuring coherence in design.
• Approaches to inquiry: Exploring key qualitative paradigms such as ethnography, phenomenology, grounded theory, and case study research.
• Data collection methods: Examining diverse techniques, including interviews, focus groups, participant observation, and document analysis.
• Reflexivity and positionality: Investigating the researcher’s self-awareness and critical reflection on their own positionality, and how these factors shape the research process, influence interactions with participants, and impact data interpretation.
• Data analysis: Employing systematic methods for interpreting and synthesizing qualitative data.
• Ethical considerations: Addressing critical issues such as informed consent, confidentiality, and ethical challenges in working with vulnerable or marginalized populations.

Through this course, students will acquire the advanced knowledge and competencies necessary for conducting rigorous qualitative research that meets the highest academic standards.

Learning outcome

Knowledge

By the end of the course, students will have the capacity to:

• Comprehend the major approaches to qualitative research in the field of higher education.
• Analyze fundamental theories that underlie various research paradigms.
• Explain the principles that underpin the utilization of qualitative research methods.
• Justify qualitative research processes in terms of their robustness and rigor.

Skills

Upon completing the course, students will be proficient in:

• Identifying and developing research topics suitable for in-depth exploration of educational phenomena.
• Formulating research questions using qualitative research methods.
• Conducting procedures related to research design, participant selection, and contextual considerations.
• Collecting and analyzing data using a variety of methods.
• Synthesizing and integrating data from multiple sources effectively.
• Drafting individual or collaborative qualitative research reports.
• Strategizing, conducting, and evaluating qualitative research for professional development.

Competence

At the end of the course, students will have the competence to:

• Develop a thorough understanding of key terms and contemporary issues in qualitative research within the context of higher education, such as reflexivity, voice, authority, representation, credibility, trustworthiness, and ethics.
• Cultivate a critical perspective through which to address educational challenges and concerns.
• Derive data-driven interpretations to inform and improve educational practices.
• Gain insights into the complexities and challenges associated with conducting qualitative research in educational settings.

Required prerequisite knowledge

Exam

Coursework requirements

Course teacher(s)

Course coordinator:

Course teacher:

Course teacher:

Method of work

The course will consist of four full-day lectures/seminars. A detailed timetable will be provided at the start of the semester.

Open for

This course is for PhD candidates in the Faculty of Arts and Education and the Faculty of Social Sciences at the University of Stavanger. PhD candidates in programs at cooperating research institutions may also participate in the course.

Course assessment

Literature