Research Paradigms and Processes

HCRI78000 Research Paradigms and Processes 15 Full year Postgraduate Taught Level 7 Nimesh Dhungana Unit coordinator Patience Muwanguzi Unit coordinator Humanitarian Conflict Response Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This course offers an introduction to the theoretical and philosophical foundations of research in the Global Health space. The module explores the underlying principles of both quantitative and qualitative research paradigms, their methodological foundations and provides an understanding of the decision-making process involved in creating and answering research questions and designing research. The core module emphasizes the importance and process of research ethical review, participant consent, data management, and information governance. It will also delve into the design and management of studies, exploring the practical and operational challenges that may arise during field research. Additionally, students will gain an understanding of the use of primary and secondary data and the potential biases and challenges that may emerge. The course will focus on three key areas: a) a general introduction into the research process b) qualitative research paradigms and their tools and c) quantitative research paradigms and their tools.By the end of the core module, students will be able to develop valid research questions, demonstrate the methodology of the research process, and make informed decisions on the selection of a suitable research approach, as well as their strength and weaknesses.   This course offers an introduction to the theoretical and philosophical foundations of research in the Global Health space. The module explores the underlying principles of both quantitative and qualitative research paradigms, their methodological foundations and provides an understanding of the decision-making process involved in creating and answering research questions and designing research. The core module emphasizes the importance and process of research ethical review, participant consent, data management, and information governance. It will also delve into the design and management of studies, exploring the practical and operational challenges that may arise during field research. Additionally, students will gain an understanding of the use of primary and secondary data and the potential biases and challenges that may emerge. The course will focus on three key areas: a) a general introduction into the research process b) qualitative research paradigms and their tools and c) quantitative research paradigms and their tools.By the end of the core module, students will be able to develop valid research questions, demonstrate the methodology of the research process, and make informed decisions on the selection of a suitable research approach, as well as their strength and weaknesses.   This course offers an introduction to the theoretical and philosophical foundations of research and knowledge production. The module explores the underlying principles of both quantitative and qualitative research paradigms, their methodological foundations and provides an understanding of the decision-making process involved in creating and answering research questions and designing research. The core module emphasizes the importance and process of research ethical review, participant consent, data management, and information governance. It will also delve into the design and management of studies, exploring the practical and operational challenges that may arise during field research. Additionally, students will gain an understanding of the use of primary and secondary data and the potential biases and challenges that may emerge. By the end of the core module, students will be able to develop valid research questions, demonstrate the methodology of the research process, and make informed decisions on the selection of a suitable research approach, as well as their strength and weaknesses. Whilst undertaking research is not mandated when working in Global Health, understanding the processes and being able to critically appraise the literature is a fundamental function. By studying the methods and processes of research and evaluation, students will be prepared for any professional role in the Global Health environment.The course is designed to bring awareness of the importance of due process and procedure, together with professional, ethical and governance obligations to potential future researchers. The course will give a sufficient grounding to be able to support research and develop their experience to be able to undertake independent research in the future.  To understand the qualitative and quantitative approaches to global health research.Equip students with the knowledge and necessary tools needed in order to conduct social research in the context of global health.To be able to reflect upon ethical concerns and implications of global health research. To understand qualitative and quantitative paradigms in research.Provide knowledge regarding the operation of the research process and the governance obligations in Global Health.To understand the fundamentals of knowledge production processes Equip students with the knowledge and necessary tools and skills needed in order to conduct research in the global health space.To be able to recognise the research ethical obligations and concerns and be able to find solutions to allow global health research to take place.Ability to analyse the validity of data and research findings presented in academic publications. Choose appropriate research methodsData analysis techniques for quantitative and qualitative data Literature review methodsUnderstand ethical research processesAppreciate information governance processes 1) Practical research Considerations A general introduction into the research process including discussions on how to develop research questions and selecting appropriate research tools to answer them; understanding the role of the research including positionality and power in the research process as well as research biases. 2) Qualitative research paradigms  An introduction to qualitative research paradigms and their methodological tools to understand the strength and weaknesses and contribution to knowledge production.3) Quantitative research paradigms An introduction to quantitative research paradigms and their methodological tools to understand the strength and weaknesses and contribution to knowledge production.   This module will be delivered through an asynchronous distance learning methodology within the University Canvas system. It will consist of presented written and pre-recorded video material each week with associated core reading provided through the library reading list system and access to supplementary reference material.Students will engage in formative asynchronous discussion board conversation with peers and the course leadership on a weekly basis. A core trigger question for discussion is presented and ideas and concepts developed from this over the week being taught and the following week before being closed to further submission but remaining available for reference. This ensures that the whole cohort moves through the material together.    0 Other 100% Contribution to Discussion Board - 25%Final Essay - 75% Written feedback following summative submission within 15 working days MSc Global Health (Distance) MSc Global Health - September PGDT Taught Component Mandatory MSc IDM and HR MSc IDM and HR - September PGDT Taught Component Mandatory N Green, J. and Thorogood, N. (2009) chapter 2, Qualitative Methods for Health Research. Sage: London. <o:p></o:p> Jafar, A. J. N. (2018) ‘What is positionality and should it be expressed in quantitative studies?’, Emergency Medicine Journal, 35,5. <o:p></o:p> Lingard, L., Albert, M. & Levinson, W. (2008) "Qualitative Research. Grounded theory, mixed methods, and action research" BMJ 2008; 337: 459-461<o:p></o:p> Mays, N. and Pope, C. (1995) "Qualitative Research: Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research" BMJ, 311: 42-5.<o:p></o:p> Mayoux, L., ‘Quantitative, qualitative or participatory? Which method, for what and when?’ in, V. Desai and R. B. Potter (Eds.), 2010, Doing Development Research, London: Sage Publications Ltd (pp115-129). <o:p></o:p>Wilson, D.  and Neville, S. (2009) Culturally safe research with vulnerable populations Contemporary Nurse, 33(1): 69–79. <o:p></o:p> Hammersley, M. (1987) Some Notes on the Terms 'Validity' and 'Reliability', British Educational Research Journal 13(1) pp 73-81.<o:p></o:p> Casale, M.J., et al. (2011) Fieldwork Challenges: Lessons Learned From a North-South Public Health Research Partnership Qualitative Health Research, 12: 734-743 <o:p></o:p> Marshall, P. (2007) Ethical challenges in study design and informed consent for health research in resource-poor settings. Social, Economic and Behavioural Research Special Topics No.5. <o:p></o:p> Hunt, M. ‘Ethics beyond borders: How health professionals experience ethics in Humanitarian Assistance and Development Work’, Developing World Bioethics, 8:2, 59-69. <o:p></o:p> 0 0 150 20 hours of course content10 hours of active discussion board engagement120 hours of self-study