Module SOCI2252: RESEARCH METHODS IN ACTION

Department: Sociology

SOCI2252: RESEARCH METHODS IN ACTION

Prerequisites

• SOCI1321 Social Research Methods OR GEOG1222 Introduction to Geographical Research (BA)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• Develop students’ conceptual understanding of social research methods and methodology as well as the ethics of social science research.
• Introduce students to a range of methods for analysing qualitative data and develop students’ ability to deploy these methods in practice.
• Introduce the basic principles of major methods of quantitative data analysis and develop students’ ability to deploy these methods in practice using SPSS.
• Develop students’ practical ability to design and implement a research project and therefore prepare students for their final-year Dissertation module.

Content

• Term One – (Lecture) Research Design and Process: This ten-week lecture series outlines key issues which underpin the design and implementation of effective social research.
• Term One – (Lecture) Qualitative Data Analysis: This ten-week lecture series outlines a range of different methods of qualitative analysis through short exercises and examples.
• Term One – (Workshop) Quantitative Data Analysis: This ten-week lecture/practical series introduces students to the central methods of quantitative data analysis, including methods for describing the distribution of a variable (univariate analysis) and methods for examining relationships between two variables (bivariate analysis). Classes combine a practical overview of these various methods in the first half, with practical work using SPSS in the second half, to practice undertaking and interpreting statistical analyses.
• Term One – (Workshop) Interpreting Qualitative Data: These fortnightly workshops will support practical activities outside the classes related to research design and qualitative analysis. Preparation for the workshops will involve a small amount of practical work, for example analysing a small amount of qualitative data, which will then be discussed in the workshop as a means of providing feedback and refining analytical skills.
• Term Two – Group Research Projects: Students will design and carry out a short research project in small groups. Students will be responsible for organising their own time and work but will receive supervision, guidance and feedback in weekly workshops running throughout the term.

Learning Outcomes

• Students will know the core principles of designing a social research project: formulation of a research question; operationalisation of core concepts; selection of an appropriate sample/set of cases; and selection of appropriate methods of data collection and analysis.
• Students will understand how research questions, research methods and theoretical issues interlink when designing and implementing a social research project.
• Students will know the main principles of several different methods of qualitative data analysis and be able to identify which method(s) are most appropriate for addressing particular kinds of research questions using particular kinds of qualitative data.
• Students will know the main principles of univariate and bivariate analysis as well as statistical inference. Further, students will be able to identify which method(s) are most appropriate for addressing particular kinds of research questions using particular kinds of quantitative data.
• Students will understand the importance of research ethics and risk assessment when designing a social research project as well as how to carry out a project in a manner which is both ethical and safe.

• Students will be able to design a small research project which can effectively address a research problem or question. This will involve: effective operationalisation of core concepts; identification of an appropriate sampling strategy; and identification of methods which can collect and analyse data in a manner which effectively addresses the research question.
• Students will be able to collect primary data using one or more methods of data collection (e.g. interviews, focus groups, ethnography, archive/web searches, surveys/questionnaires, etc.).
• Students will be able to undertake a detailed analysis of qualitative (textual) data using one or more different methods of qualitative data analysis.
• Using SPSS, students will be able to analyse quantitative data by describing the distribution of individual variables (univariate analysis), describing the relationship between two variables (bivariate analysis) and inferring conclusions about a population based on sample data (statistical inference).
• Students will be able to clearly and succinctly communicate the central findings of a research project based on analysis of both quantitative and qualitative data.

• Students will be able to demonstrate a range of communication skills including the ability to: evaluate and synthesise information obtained from a variety of sources (e.g. written, oral, web); communicate relevant information in different ways (e.g. written, oral, tables and graphs, etc); select most appropriate method of communication for different tasks; respond effectively to others; monitor and reflect on use of communications skills.
• Students will be able to demonstrate a range of numeracy skills including the ability to read and interpret tables, graphs, charts; organise and classify data; make inferences from sets of data; adapt numerical strategies to overcome difficulties raised by self-reflection.
• Students will be able to demonstrate competence in the use of IT resources; use the statistical software SPSS; use a range of web-based resources to gather relevant information; adapt learning to overcome difficulties raised by self-reflection.
• Students will be able to demonstrate an ability to work effectively as part of a team including specific abilities to: plan work with others in order to achieve desired outcomes; establish good working relationships with peers; monitor and reflect on the quality of the group work, including group and external feedback on personal contributions; monitor and reflect on use of skills in working with others.
• Students will be able to demonstrate a capacity to improve own learning and performance, including the specific ability to manage time effectively; work to regular prescribed deadlines; engage in different ways of learning including both independent and directed forms of learning; gather necessary information from a range of bibliographic and electronic sources.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Subject-specific knowledge outcomes are addressed by the Research Design and Practice masterclasses as well as the lecture components of the Qualitative and Quantitative Analysis masterclasses. These are reinforced by the Research Proposal summative assignment which assesses students on these issues as well as their ability to translate these issues into an effective research design.
• The practical sessions which are run as part of the Qualitative and Quantitative analysis classes will allow students to develop practical aptitude in different methods of data analysis, thereby addressing subject-specific skills related to data analysis as well as key skills related to communication, ICT and numeracy. These are reinforced by the Data Analysis summative assignment which will assess students on these analytical skills.
• The group research project in term two will reinforce conceptual issues learned in the first term, as well as provide an opportunity for students to further develop their practical research skills. Hence, these projects and the accompanying summative assignment will help students develop towards all of the module’s learning outcomes.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

(Term 1): Regular, self-assessed statistics practical exercises completed between classes. These exercises will draw and expand on what students have done in their recent quantitative analysis masterclasses. (Term 2): A short outline of a provisional dissertation topic (max 50 words). Students will be referred to academic colleagues on the basis of their fit with the proposed topic for feedback and guidance on it. (Term 2): A 10-15 minute group presentation outlining students’ research projects undertaken in Epiphany Term. These will receive written feedback from the workshop leader as well as verbal feedback from other students in the same workshop group.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University