Course

Unit 1

Historical, Philosophical, Ethical Context: Scientific vs. non-scientific approaches to learning: Stammtisch psychology, Ontological and epistemological approaches to learning- Hermeneutics, Phenomenology, Pragmatism-Comparisons with quantitative approaches: strengths & weaknesses of both approaches, Ethical considerations and mandates in Social Sciences Research.

Historical, Philosophical, Ethical Context:

• Scientific non-scientific approaches
• Philosophicalassumptions underlying the scientific method: Which philosophical assumptions and interpretive frameworks are linked to qualitative research
• ontologiesand epistemologies
• Hermeneutics,Phenomenology, Pragmatism
  • Historicalperspectives: New approach in research – need for qualitative research (interpretive)
  • Comparisonswith quantitative approaches: strengths & weaknesses of both approaches,
  • Ethicalconsiderations and mandates in Social Sciences Research, examples of unethical

Unit 2

Aspects and Characteristics of Qualitative Research: Theoretical and conceptual issues, How the choices of methodology are linked to broader theoretical and conceptual issues: consider the appropriateness of different methodologies and types of evidence chosen for specific research questions. Evaluating published studies in social science fields: Examining the logic of presented arguments, their related chosen methodologies, and the relationship between the evidence presented and the argument. Understanding the power and purpose of the Literature Review in Qualitative Research: Defining the primary Research Question of interest. Lab Component: Identify interest area for small group research study

Process of Qualitative Research: from research problem to research design

• Logicand purpose of qualitative research: Inductive reasoning to build theories/frameworks/models, subject driven approach, bottom up-approach, thick description of social phenomena
• Processof qualitative research: How to identify the research context and problem that requires the qualitative approach
• Howto identify research gap and questions that require the qualitative approach
• How to design a qualitative research design: introduction to different research designs (eg. groundedtheory )
• Importantresearcher skills: Observations, Listening Skills, mapping skills, communication, flexibility, and Importance of self-reflection/observation/awareness
• LabComponent: Evaluating published studies in social science fields

Suggestions for lecturer: Evaluating qualitative research paper due to its logic of presented arguments, their related chosen methodologies, and the relationship between the evidence presented and the argument.

Unit 3

Qualitative Research Methods

Required data collection skills for the researcher: Observations, Listening Skills, mapping skills, communication, flexibility, Importance of self-reflection/observation/awareness. Lab Component: Application of skills learned through practical exercises.

Design of Study: Methods of Data Collection-Interview; Survey; Focus Group; Document Analysis; Survey, Participant Observation, Case Studies, Media Materials (audio, video, photo, etc.) Written sources (documents, biographies, diaries); Documentary/primary sources. Lab Component: Differences between survey and interview questions. Conducting the Focus Group: class project.

Understanding Focus Group design for Qualitative Data: Lab Component: data collection for small group study.

• Before entering the field:
  • How to plan collecting data: contact interview partners, key informants, gatekeepers,
  • How to create qualitative research tools: interview questions for one-on-one interview and focus group discussions, observation template, plan for PRA etc.
• Duringthe field:
  • Setting up the field for interviews, focus group discussions, PRA, observations etc
  • How to conduct the interviews, Focus group discussions, PRA, Observation – do’s and don’ts to be ethical and ensure qualitative validity
• After the field:
  • How to leave the field: leaving a decent impression in the field as a researcher (offering time for follow-up questions/concerns, leaving the contact etc.)
• Furthermethods of data collection:
  • CaseStudies, Media Materials (audio, video, photo, ) Written sources (documents, biographies, diaries); Documentary/primary sources.
• Ensuringqualitative validity during data collection:
  • member checking (in the field), triangulation of data, researcher bias

Unit 4

Data analysis methods

Overview of conventional & more contemporary methods: Content Analysis, Comparative Analysis, Thematic Analysis, Framework Analysis. Integrative Analysis: Strengthening reliability of results and minimizing researcher bias. Lab Component: Analysis of collected data in small groups using Integrative approach.

Introduction to different types of data analysis:

• Content Analysis, Comparative Analysis, Thematic Analysis, Framework Analysis, Integrative Analysis
• Data Interpretation of qualitative data
  • Ensuring qualitative validity: peer-examination, bias reflection in the process of data interpretation
• Lab Component Suggestion: Analysis of collected data with any selected method

Unit 5

Interpretations, findings, synthesis of project into scientific paper

Code Structure and coding of data: The role of interpretation in research results, Presentation of results in a systematic, scientific manner. Overview of steps in writing scientific research paper: Strengthening each section of paper, Comprehensive, systematic reporting of methodology utilized, Proper citations, and citation reporting within text and References sections of paper.

Process of report writing: Overview of necessary steps in writing a scientific research paper: Role processes of literature review in qualitative research, research context, problem, research gap, research question, methodology, results, discussion. Proper citations, Lab Component suggestion: presenting findings

Text Books / References

Textbooks:

1. MaggiSavin-Baden and Claire Howell Major (2010). New Approaches to Qualitative Research Wisdom and Uncertainty.
2. Robert Yin (2011). Qualitative Research from Start to Finish.
3. YvonneDarlington and Dorothy Scott (2002). Qualitative research in practice -Stories from the field.
4. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches(5th ed.). SAGE Publications
5. Kumar, R. (2019). Research methodology: A step-by-step guide for beginners(5th ed.). SAGE Publications.

Suggested Readings:

1. Rubin, A., & Babbie, E. R. (2016). Research methods for social work (9th ed.). Cengage Learning.
2. Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education.
3. Bhattacherjee, A. (2019). Social science research: Principles, methods and practices (Rev. ed.). Open Textbook Library / University of Southern Queensland. https://open.umn.edu/opentextbooks
4. Islam, M. R., Khan, N. A., & Baikady, R. (Eds.). (2022). Principles of social research methodology. Springer Singapore. https://doi.org/10.1007/978-981-19-5220-3
5. Giri, A., & Biswas, D. (2018). Research methodology for social sciences. Indian Books & Periodicals (IBP).
6. Wellington, J., & Szczerbinski, M. (2023). Research methods for the social sciences (Indian ed.). Bloomsbury Academic India.

This course will involve lectures, group discussion, and a practical hands-on lab component for each of the Units. The course will help prepare students to develop confidence and competence in designingqualitative research, executing the study, analyzing the data, and presenting findings in an academic paper. Students are expected to complete the required readings for participation in class discussions.This course is intended for graduate students planning to conduct qualitative research in a variety of different settings.

Course Objectives:

1. Understandingof philosophical and methodological approaches of qualitative research through scientific thinking and reasoning
2. Understandingand practicing the different phases and methods of qualitative research in line with ethical guidelines
3. Practicingnecessary inter- and intrapersonal skills for qualitative

Course Outcomes:

1. Thestudents understood the philosophical, ethical, and methodological approaches of qualitative research using scientific thinking and reasoning.
2. Thestudent gained knowledge of how to plan, conduct, and finish qualitative research with different
3. Studentsacquired and practiced skills sets for each phase of qualitative