Qualitative Research Skills for Development

MGDI10001 Qualitative Research Skills for Development 20 Semester 1 Undergraduate Level 1 Katarzyna Cieslik Unit coordinator Global Development Institute 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 In this course unit, you will develop your academic research skills, with a particular focus on qualitative methods. Through the presentation of scholarly readings and applied examples, we will explore a variety of qualitative research approaches, considering issues of epistemology (ways of knowing), methodology (ways of examining), and representation (academic analysis, writing and reporting) with a critical focus on decolonization. Central to the module’s narrative are issues related to the masculinization and colonization of knowledge and how the recognition of alternatives, such as indigenous and communitarian epistemologies, complements the Socratic, Cartesian, and Kantian traditions. By critically engaging with these diverse perspectives, you will cultivate the high-level analytical thinking, critical competency, and ethical reflexivity essential for future professionals navigating increasingly globalized and socially conscious work environments. In this course unit, you will develop your academic research skills, with a particular focus on qualitative methods. Through the presentation of scholarly readings and applied examples, we will explore a variety of qualitative research approaches, considering issues of epistemology (ways of knowing), methodology (ways of examining), and representation (academic analysis, writing and reporting) with a critical focus on decolonization. Central to the module’s narrative are issues related to the masculinization and colonization of knowledge and how the recognition of alternatives, such as indigenous and communitarian epistemologies, complements the Socratic, Cartesian, and Kantian traditions. By critically engaging with these diverse perspectives, you will cultivate the high-level analytical thinking, critical competency, and ethical reflexivity essential for future professionals navigating increasingly globalized and socially conscious work environments.Syllabus (indicative curriculum content): The Unit comprises three thematic blocks:  • In the first block of the course, you will get acquainted with the aims, philosophical paradigms and theoretical frameworks of qualitative research that will help prepare you to conduct independent research projects for your degree program and beyond.  You will learn how to develop theoretically informed, relevant, and timely research questions and work on a range of applied research skills, including identifying appropriate academic sources, reading academic texts critically, and identifying gaps and controversies in existing scholarship.• In the second block of the course, I will introduce you to the different methods of qualitative data collection, including both mainstream (ethnography, interviews and focus groups, text analysis) and less common (participatory research, visual methods, theatre) approaches. During our tutorials, you will get the chance to practice observing and interviewing, as well as analysing media texts and other forms of discourse, including online sources.• The third block of the course is all about analysis, interpretation, and representation, including the write up process. You will learn about the many different approaches to analysing qualitative data and get the chance to experiment with some of the qualitative analysis software. We will also talk about the political nature of data and reflect on research ethics, including academic integrity and positionality. In this course unit, you will develop your academic research skills, with a particular focus on qualitative methods. Through the presentation of scholarly readings and applied examples, we will explore a variety of qualitative research approaches, considering issues of epistemology (ways of knowing), methodology (ways of examining), and representation (academic analysis, writing and reporting) with a critical focus on decolonization. Central to the module’s narrative are issues related to the masculinization and colonization of knowledge and how the recognition of alternatives, such as indigenous and communitarian epistemologies, complements the Socratic, Cartesian, and Kantian traditions. By critically engaging with these diverse perspectives, you will cultivate the high-level analytical thinking, critical competency, and ethical reflexivity essential for future professionals navigating increasingly globalized and socially conscious work environments.   By the end of this course, you will be able to:  <ul><li>Confidently navigate complex information environments, drawing on a range of sources to make informed, evidence-based contributions in professional and academic settings.</li><li>Design thoughtful, context-sensitive research strategies, including the capacity to plan, organise, and deliver tasks from initial idea to final output.</li><li>Work responsibly and ethically with people and data, showing cultural awareness, integrity, and an understanding of your own role and impact when engaging with communities or stakeholders.</li><li>Choose and apply appropriate qualitative tools, such as interviewing, group facilitation, observation, or document analysis, and adapt them to real-world development challenges.</li><li>Reflect on how knowledge is created and whose voices are represented, developing a critically aware mindset that is valued in globally oriented, socially responsible organisations.</li><li>Communicate clearly, professionally, and persuasively, producing written and verbal outputs that convey insight, empathy, and analytical rigour to a range of audiences.</li></ul> <ul><li>Explain and describe the key concepts and methods used in qualitative research in global development studies</li><li>Apply and use key qualitative research skills such as developing interview protocols, active listening, coding, analysis and interpretation</li><li>Critically assess and reflect upon the processes of knowledge making, including hierarchies of knowledge, indigenous knowledge systems and decolonial methods  </li></ul> <ul><li>Develop timely, relevant and answerable research questions for qualitative studies and ground them in existing scholarly literatures</li><li>Understand the principles for ethical research and explain the role of positionality in research</li><li>Evaluate and critically appraise the research designs used in qualitative research studies  </li></ul> <ul><li>Use, locate and reference academic and non-academic literature </li><li>Differentiate between the different qualitative methods for collecting, interpreting, and analysing qualitative data </li><li>Design and carry-out a qualitative research project, from developing research questions to selecting appropriate methods and analysis</li></ul> <ul><li>Implement an applied qualitative research project</li><li>Respond to and implement constructive feedback</li><li>Communicate using professional language and tone  </li></ul> • Lectures In your lectures, I will introduce you to the main issues, concepts and theories involved in the scientific research process. We will also explore a range of qualitative methods together and learn how to best match your method to your research question. All the lectures are going to be interactive: your attendance and active participation are an integral part of your learning experience in this course, and you are expected to attend all your lectures.• Tutorials In the tutorials, you will get the chance to discuss, practice and critically assess qualitative research methods in use. Each tutorial will begin with a discussion and a Q&A session, followed by a group exercise. In the second part of the class, you will work on your reflective research portfolio (Assessment #1). The research portfolio exercise is designed to deepen your understanding of qualitative research concepts, methods, and skills. It will also help you prepare for your final research report (Assessment #2). • E-Learning environment To support your learning, the unit makes full use of the online Canvas platform. You will have access to short video clips, interactive discussion boards, weekly prompts, and a curated course glossary to help you navigate key concepts and terminology. These digital resources allow you to revisit materials at your own pace and engage with your classmates beyond the classroom, creating a flexible and supportive blended learning environment. 3 Report 60% 5 Portfolio 40% Formative feedback on your Assignment #1 in our tutorials: this will include comments from the Academic as well as constructive comments from fellow students (peer feedback).You will receive formative feedback on your Assignment #2 upon submitting your topic (1), and your outline (2). Please consult the assignment information sheets for more details.     BSc Global Development BSc (Hons) Global Development First Year Mandatory N Desai, V., & Potter, R. (Eds.). (2006). Doing development research. Sage.Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.). (2008). Handbook of critical and indigenous methodologies. Sage.Scheyvens, R. (Ed.). (2014). Development fieldwork: A practical guide. Sage.Smith, L. T. (2021). Decolonizing methodologies: Research and indigenous peoples. Zed Books Ltd..Sultana, F. (2007). Reflexivity, positionality and participatory ethics: Negotiating fieldwork dilemmas in international research. ACME: An international journal for critical geographies, 6(3), 374-385.Tiessen, R., Cameron, J., Grantham, K. and Husband-Ceperkovic, T. (2019), "The value of liberal arts education for finding professional employment: Insights from international development studies graduates in Canada", Journal of Applied Research in Higher Education, Vol. 11 No. 3, pp. 574-589.White, P., & Devereux, P. (2018, January). ‘Learning’ Development. Forum for Development Studies, 45(1), 119-141.  Lectures 22 Tutorials 11 0 167