Course coordinator
Associate Professor Rebecca Olson
Rebecca will be running the lectures from week 7-13. Rebecca's consultation hours are from 11:30am-12:30pm Wednesdays during semester.
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Social Science School
Learn sought after skills in qualitative social science research through doing. Covering research design and practice, the course introduces the methods, methodology and epistemology of various analytical approaches: thematic analysis, critical discourse analysis, visual analysis, yarning and participatory action research. The course also explores many contemporary theoretical approaches and debates including interpretivism, social constructionism, post-positivism, feminism, Indigenous methodologies and post-colonial approaches.
SOCY3329 is an advanced course which examines a number of theoretical and methodological issues in the practice of qualitative inquiry.ﾠAs such it is designed to build upon the work covered in SOCY2019 - Introduction to Social Research (previously SOCY2049 - IntroducingﾠQualitative Research).ﾠ
SOCY3329 is broadly split into four modules. In weeks 1 & 2 students are introduced to Epistemology & Theory as driving forces behind how to design and conduct qualitative research. From weeks 4 - 6ﾠstudents will learn how to collect and analyse data within one epistemological paradigm, Interpretivism, while applying this knowledge to group and individual assignments. In weeks 7-10ﾠstudents will examine Critical Approaches to research, before designing and conducting their critical discourse analysis.ﾠ Lastly, Emancipatory & Indigenous Knowledge Production in qualitative research will be explored in weeks 11-13, with students participating in a yarning circle and reflecting on their experience.
Starting the course with an exploration of the philosophical and theoretical debates that are central to qualitative research allows students to situate the methods and methodologies they explore and practice over the course of the semester into a schema. This allows students the opportunity to complete practical research tasks, as well as reflect on the important connectionﾠbetween theory and practice in qualitative inquiry.
Course requirements
Assumed background
This is an advanced course which examinesﾠthe theory and method of qualitative inquiry as practiced in sociology.ﾠ
Prerequisites
You'll need to complete the following courses before enrolling in this one:
SOCY2049 or SOCY2019 or POLS2703
Incompatible
You can't enrol in this course if you've already completed the following:
SOCY7329
Jointly taught details
This course is jointly-taught with:
SOCY3329 is taught jointly with SOCY7329. Online lecture (interactive book) materials and workshop activities are shared; assessments differ in length/scope.
Course contact
School enquiries
School enquiries
SOCY3329 Teaching Staff
Course staff
Lecturer
Dr Kiah Smith
Associate Professor Rebecca Olson
Tutor
Miss Camille Freeman
Dr Carl Anacin
Miss Cecilia Castiello
Dr Dure Jabran
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please note that this 1.5Lﾠ1.5W course uses aﾠblended learning framework.
Also note: due to the cyclone-related university closure, we have omitted learning activities in week three from course instance.
Lectures
Lecture materials, readings and videos for the course provide a necessary platform from which students can understand the complexities of qualitative research while embarking on practical assessments.ﾠThe online lectures are available in the form of interactive booksﾠfeaturing videos, interviews, examples and activities (e.g., reflection activities and comprehension quizzes). Developing these resources and making them available through Blackboard is intended to offer flexibility - allowing you to engage with these materials at a time of day that suits you and allowing you to re-engage with these materials as needed as you undertake your assessments.
Workshops
Workshop tutorials are face-to-face, offered in the 'in person' mode. Workshops are used to plan, conduct, reflect on and analyse qualitative research that will be used in practical assessments. Thus, participation is imperative to your success in the course. Please attend your timetabled workshop.ﾠ
Aims and outcomes
The principal aims of the course are as follows:
- to explore the various epistemological perspectives underpinning social science research, recognise their basic assumptions and the key concepts which are associated with them
- to gain knowledge of the relationship between sociological theorising and techniques for studying the social world
- to acquire practical experience in the use and application of qualitative research techniques
- to demonstrate progress in these areas by participation in workshop activities, and the successful completion of related practical assignments.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
distinguish the assumptions, theories and concepts which have been developed by various approaches to social inquiry, from post-positivist to interpretivist, critical, participatory and Indigenous methodologies;
LO2.
identify the specific concepts, methods, data and approaches relevant to the qualitative exploration and analysis of particular issues, problems and social phenomena;
LO3.
generate original research questions informed by relevant theories and concepts, and identify the corresponding methods for ethically generating data to answer these questions;
LO4.
identify and evaluate the strengths and limitations of research techniques in qualitative inquiry;
LO5.
describe and apply sociological knowledge and understanding through oral and written means of expression;
LO6.
collaborate effectively as a member of a social research team.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Project |
Thematic Analysis Report
|
35% 1,500 words |
14/04/2025 2:00 pm
Please submit your assessment through Turnitin. |
| Project | CDA Proposal & 'Show Your Work' Write Up | 35% 1,500 words |
12/05/2025 2:00 pm
Please submit your assessment through Turnitin. |
| Paper/ Report/ Annotation | Yarning Methodology Reflection Paper | 30% 1,000 words |
9/06/2025 2:00 pm
Please submit your assessment through Turnitin. |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Thematic Analysis Report
- Hurdle
- Mode
- Activity/ Performance, Written
- Category
- Project
- Weight
- 35% 1,500 words
- Due date
14/04/2025 2:00 pm
Please submit your assessment through Turnitin.
- Learning outcomes
- L01, L02, L04, L05, L06
Task description
Please note: the course study guide (available on Blackboard) provides more in-depth information on assessment requirements.
This assessment asks students to practice data collection, analysis and group work skills, following the interpretivist tradition. There are two tasks:
1. Students (in groups) will work together to conduct a focus group (week 4) and transcribe the recording. Participation in this task is required (transcription due 28 March, 2pm).
2. Students (individually) will apply the method of thematic analysis demonstrated in this course to the focus group data and write a report on their methods and findings (due 14 April, 2pm). The word limit is 1,500 words for SOCY3329 students; 2,000 words for SOCY7329 students (+/- 10%).
The research question that the Thematic Analysis Report addresses will be decided collectively in class during the first week of the semester. Students will work individually to analyse two key themes emerging from the focus groups.
The report should use two transcripts as data: one transcript from the student’s own focus group, and one from another group. The report should also respond to the following issues:
· How do your methods and analysis show reflexivity?
· What were the two main themes raised in the focus groups? (i.e., where do your 2 chosen themes fit within your broader thematic analysis?)
· What are your conclusions about the topic? (e.g., what are the implications for practice – yours and others?)
· Do you have any suggestions for further research?
The report should include the following sections: Introduction/background, methods, findings, discussion/conclusion and references. However, it is anticipated that the methods and findings section will comprise the bulk of the word count. Further subheadings within the findings section are permitted.
Use of AI or machine translation
For the translation associated with task 1: Artificial Intelligence (AI) and Machine Translation (MT) may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
For task 2, thematic analysis and report writing: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
For this and all assignments in SOCY3329, students must submit a coversheet (available on Blackboard) attesting to their use/non-use of AI/MT technologies.
Hurdle requirements
**An appropriate focus group transcription must be completed and submitted (as a group or individually): due 28 March 2pm. All students must participate in this hurdle task. Thematic Analysis Reports will NOT be marked unless an appropriate focus group transcription is received.**Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again.
If you are experiencing technical difficulties with Blackboard, please contact the ITS Support Team.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work will not be accepted if it is more than one week (7 calendar days) late without prior approval.
CDA Proposal & 'Show Your Work' Write Up
- Mode
- Written
- Category
- Project
- Weight
- 35% 1,500 words
- Due date
12/05/2025 2:00 pm
Please submit your assessment through Turnitin.
- Learning outcomes
- L01, L02, L03, L05
Task description
Please note: the course study guide (available on Blackboard) provides more in-depth information on assessment requirements.
This assessment asks students to practice the research design, data collection and analysis skills following the critical tradition. Aligned with module 3, this project supports students in developing and practicing their critical discourse/visual analysis skills. Students start with an injustice (e.g., ageism, sexism, racism, ableism, classism) and work to reveal how this injustice is discursively (through texts, symbols and/or images) perpetuated in one current (including posts from the past 10 months) online community. Module 3 Interactive Book will demonstrate how to do both CDA and visual analysis; workshops will give students opportunities to discuss their proposals and analysis with tutors and classmates.
There are two steps to this assessment. After completing the two steps detailed here, students are ready to submit their CDA assessment as one assignment with two sections included: proposal & ‘Show your work’.
1. Proposal: Students will work individually and in-class (especially week 9) using the pro forma provided below to develop an ethical CDA research project proposal to study an online community or online space using a critical discourse approach. The word limit for this step is 500 words for SOCY3329; 750 words for SOCY7329.
2. ‘Show your work’: Students will work individually from their CDA proposal to analyse an online community or website using CDA or Critical Visual Analysis and present two findings along with supporting data displays and interpretation to ‘show your work’. The word limit for this step is 1,000 words for SOCY3329; 1,250 words for SOCY7329.
As detailed in the Course Profile, the first section of the CDA Assessment asks students to develop a research plan addressing the questions listed below (see figure 1). Please use these questions, or a truncated version of them, as subheadings in the proposal section of your assignment.
Figure 1. CDA Proposal Pro forma
Project’s working title:
Provide a summary of the background or research context (two/three sentences):
State your research question(s) (No more than two. Remember, CDA projects seek to ‘unearth’ hidden meanings and messages, rather than examining influence or effect):
Which method(s) (CDA / CVA) are you using to collect your data? (cite specific authors and techniques; ensure the research questions are complementary to the method)
Where are you collecting your data / materials for analysis? (Be specific – which online communities/websites? Show that they are current: from the past 10 months; Provide URLs)
What is your sampling strategy? (This could be 2-3 pages within a large website, or a few pages across websites. Why/how have you selected these websites?)
How will you manage the ethical concerns associated with conducting qualitative research online (explicitly address the issues of confidentiality, consent and trust discussed in the week 8 lecture materials)?
In responding to the questions listed above, students should ensure they have thoroughly outlined the ethical considerations associated with their CDA/CVA project and how any concerns are being addressed or mitigated (see readings and module activities for week 9). Due to the ethical constraints, social media sites are NOT permitted to be used as data material for this assessment.
The second section of your CDA Assessment – the ‘show your work’ section – asks students to practice the methods outlined in step 1 – the proposal – and present two findings from your analysis. Rather than presenting these findings in report format, we are asking you to provide a write up of these two findings and ‘show your work’.
Formatting requirements
· Spacing and font are up to you;
· The proposal section must comply with the 500-word (SOCY3329) or 750-word limit (SOCY7329) +/- 10%;
· The ‘show your work’ section must comply with the 1,000-word (SOCY3329) or 1,250-word limit (SOCY7329) +/- 10%;
· The reference list (not in-text references) is exclusive of the word limits and should follow APA 7th edition guidelines.
Use of AI or machine translation
For both the proposal and 'show your work' sections of this CDA assignment, AI and MT are not permitted. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
For this and all assignments in SOCY3329, students must submit a coversheet (available on Blackboard) attesting to their use/non-use of AI/MT technologies.
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again.
If you are experiencing technical difficulties with Blackboard, please contact the ITS Support Team.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work will not be accepted if it is more than one week (7 calendar days) late without prior approval.
Yarning Methodology Reflection Paper
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30% 1,000 words
- Due date
9/06/2025 2:00 pm
Please submit your assessment through Turnitin.
- Learning outcomes
- L01, L02, L04, L05, L06
Task description
Please note: the course study guide (available on Blackboard) provides more in-depth information on assessment requirements.
This assessment asks students to practice relational data collection following one method – yarning – aligned with Indigenous methodology, and reflect on their experience. There are two steps involved:
1. Students (in groups) will participate in yarning during workshops in week 12. Students must attend workshops in week 12. These group yarns will be facilitated by a paid facilitator(s) with relevant cultural knowledge and experience.
2. Students (individually) will reflect on their experience of participating in yarning as an Indigenous qualitative method by drafting a reflection paper (due Monday 9 June, 2pm). In the paper, students are asked to contrast yarning with approaches to data collection underpinned by interpretivist, critical and emancipatory paradigms; and foreground reflections on their experience in terms of relationality and positionality.
Unlike the other two written assessments in this course, the structure and content of this paper is less prescriptive. It should, however, include the following sections: Introduction/background including a thesis statement introducing your argument; body paragraphs where you develop your argument; a conclusion; and a list of references. As a reflection paper, the argument will originate from students’ own experiences. Students are instructed to draw on course resources in drafting their reflection papers, including:
· Data displays / quotes / field notes from the in-class yarn
· Required and recommended readings (especially the week 12 reading by Bessarab & Ng’andu)
· Lecture materials (interactive book content, videos)
Use of materials (e.g., references) from beyond the course is not required, but permitted. As with other assessments, all references cited in-text should appear in the reference list.
Formatting:
· Word limit is 1,000 words (+/- 10%) for SOCY3329 students; 1,500 words (+/- 10%) for SOCY7329 students;
· Word count includes quotes/data displays and in-text references, but does not include full references (e.g., the list of references).
· References should be formatted following APA 7th edition conventions;
· First person pronouns (e.g., ‘I’ or ‘We’) are accepted.
Use of AI or machine translation
For the yarning methodology reflection paper, use of AI/MT is not permitted. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
For this and all assignments in SOCY3329, students must submit a coversheet (available on Blackboard) attesting to their use/non-use of AI/MT technologies.
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment must be submitted via Turnitin on blackboard. To submit your assignment electronically log in to https://learn.uq.edu.au/ultra with your UQ username and password, then click on Course Code>>Assessment>>Assignments, and use the appropriate assignment submission link for each piece of assessment. No e-mailed submissions of assessments will be accepted.
By uploading your assignment via Turnitin, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again.
If you are experiencing technical difficulties with Blackboard, please contact the ITS Support Team.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work will not be accepted if it is more than one week (7 calendar days) late without prior approval.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
The final grade in this subject is determined by adding together the sum of all individual assessment tasks. Grades are calculated based on the cumulative sum of the marks received, rounding up or down to make whole integers.
Final marks will be released after the finalisation of results, when grades are published for the semester.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained. Supplementary assessment may only be granted where Supplementary Assessment – procedures allow. A passing grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ.
Additional assessment information
Academic Integrity: All students must complete the Academic Integrity Modules https://www.uq.edu.au/integrity/
School Guide for Written Assessments: School of Social Science Guide for Written Assessments
Release of Marks: The marks and feedback for assessments will be released to students in a timely manner, prior to the due date of the next assessment piece for the course. This is with the exception of the final piece of assessment. The marks and feedback for the final assessment item will only be made available to the student on the Finalisation of Grades date at the end of semester.
Assessment Re-mark: For information on requesting an assessment re-mark, please view the following page on my.UQ: https://my.uq.edu.au/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Sage provides a Research Method Mapﾠthat links to book chapters from their extensive methodology library, many of which can be downloaded as a pdf. (http://srmo.sagepub.com.ezproxy.library.uq.edu.au/methodsmap)
For further guidance on writing sociological research reports, please see examples in recent issues of sociological journals such as Journal of Sociology, Qualitative Inquiry, Journal of Contemporary Ethnography. There are also books about writing up research reports in the library, e.g. Lester and Lester (2005) Writing Research Papers: A Complete Guide,ﾠor Emerson (2005) Writing Guidelines for Social Science Students.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
MODULE 1: Week 1. Course Overview & Epistemology In the module 1, week 1 interactive book (includes pre-recorded videos, links and activities: available through Blackboard), Dr Kiah Smith overviews content and forms of assessment. The focus is on introducing paradigms of qualitative research - interpretivist, critical, participatory & Indigenous. Students should also watch the video 'Applying qualitative research' to learn the many ways alumni apply their qualitative research skills. Learning outcomes: L01, L02 |
Workshop |
Introductions In this first workshop, students will collectively select the topic for the focus groups informing project 1: Thematic Analysis. Please come to class having watched all of the videos that explain the course and assessment. Learning outcomes: L03 |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
MODULE 1: Week 2 In this second week of Module 1, watch Dr Kiah Smith and Dr Zoe Staines go into more depth in exploring the interpretivist paradigm and different disciplinary approaches to qualitative research, including Indigenous methodologies. Learning outcomes: L01, L02, L04 |
Workshop |
Prepare for focus groups Brainstorm and refine focus group questions related to the topic selected in week 1. Learning outcomes: L03, L04, L05 |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
MODULE 2: Week 4. Doing interpretivist research Methods of data collection central to interpretivist qualitative research - interviews, focus groups - are the focus of online videos, along with concerns related to objectivity, subjectivity, ethics and reflexivity. Students are encouraged to watch a video where the first project assessment is explained. Learning outcomes: L01, L02 |
Workshop |
Focus Groups In group work teams, prepare for, facilitate/participate in and record (using audio recorders) 10-15 minute focus groups. All students MUST attend workshops this week. Learning outcomes: L04, L05, L06 |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
MODULE 2: Week 5 Explore what it means to analyse textual data thematically, based in grounded theory, in this week's interactive book: How to do thematic analysis. Learning outcomes: L01, L02 |
Workshop |
Thematic analysis 1 Practice thematic analysis coding in this week's workshop using in-class example 'Why young people drink' Learning outcomes: L04, L05 |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
MODULE 2: Week 6. This week's interactive book content continues exploration of thematic analysis within the interpretivist tradition - going from codes to themes to findings - including writing and presentation of your data. Continue engaging with the interactive book: How to do thematic analysis. Learning outcomes: L01, L02 |
Workshop |
Thematic analysis 2 Continue with coding themes in this week's workshop using the in-class example; Group discussion based on the reading (Smith et al., 2015). Learning outcomes: L04, L05 |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
MODULE 3: Week 7. Critical approaches to research The focus shifts in module 3 to critical theory and critical approaches to research. Interactive book videos with A/Prof Rebecca Olson introduce critical theory. Videos with Dr Zoe Staines introduce critical criminology and critical race theories. Be sure to watch the video on Project 2 where the CDA assessment is explained. Learning outcomes: L01, L02 |
Workshop |
Thematic analysis 3 In this last workshop supporting the thematic analysis assessment, we will discuss writing up as part of analysis and share 1 page of coding with a classmate. Learning outcomes: L04, L05 |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
MODULE 3: Week 8. Critical discourse analysis This week's interactive book focuses on exploring a key approach to data collection within the critical paradigm: critical discourse analysis (CDA). We practice popular linguistic techniques used within CDA. Engage with the Module 3 interactive book to practice how to do CDA. Learning outcomes: L01, L02 |
Workshop |
Critical Discourse Analysis This workshop focuses on the CDA assessment. We will discuss and critique research proposals, practice CDA techniques and reflect on reading and video activities. Students are encouraged to engage with the first section of the interactive book on Critical Discourse Analysis prior to this workshop. Learning outcomes: L03, L04, L05 |
|
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break No lectures or workshops |
Week 9 (28 Apr - 04 May) |
Lecture |
MODULE 3: Week 9. Online research & ethics In this week's interactive book content, A/Prof Rebecca Olson explores the context of online qualitative research and the ethical challenges of conducting qualitative inquiry online. Dr Mair Underwood provides insight into her experience of conducting digital ethnographies. Learning outcomes: L01, L02 |
Workshop |
Ethical challenges of online research In this workshop, we will be workshopping the CDA proposals. All students MUST attend class this week. In particular, we will discuss the ethical challenges of online research and applying these considerations to your CDA projects. Learning outcomes: L03, L04, L05, L06 |
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Week 10 (05 May - 11 May) |
Lecture |
MODULE 3: Week 10. Analysing visual data In this final week of module 3, A/Prof Olson explores visual qualitative analysis, with an emphasis on critical visual analysis for those who may wish to employ such techniques in their CDA assessment. Videos from Dr Mair Underwood are also included in the interactive book to offer illustration from her own research. Learning outcomes: L01, L02 |
Workshop |
Practice critical visual analysis techniques In this workshop, we will practice critical visual techniques to qualitative research. We will also workshop CDA/CVA analysis and interpretation. Students are encouraged to engage with section 3 of the interactive book on CDA prior to attending this tutorial. Please note: due to the public holiday on Monday of week 10, we will be replacing workshops scheduled for Monday of week 10 with zoom workshops - to be scheduled for Tuesday, Wednesday and Thursday. If you are in a Monday workshop, please attend the zoom workshop that fits best with your schedule in week 10. If you are in a Wednesday workshop, please attend your usually scheduled in-person workshop. Learning outcomes: L03, L04, L05 |
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Week 11 (12 May - 18 May) |
Lecture |
MODULE 4: Week 11. Indigenous Methodology In our first week of Module 4, we introduce Indigenous and emancipatory knowledge production practices. Engage with the related interactive book content on qualitative Indigenous methodologies, and watch the video on the yarning methodology reflection paper assessment. Learning outcomes: L01, L02 |
Workshop |
Indigenous qualitative methodology - research at the 'interface' In this workshop, we will consider what it means to adopt an Indigenous methodology and prepare for yarning in week 12. Learning outcomes: L04, L05 |
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Week 12 (19 May - 25 May) |
Lecture |
MODULE 4: Week 12. Indigenous qualitative methodology - yarning as method In our second week of Module 4, we explore Indigenous knowledge production in more depth. Engage with the related interactive book content on yarning as method. Learning outcomes: L01, L02 |
Workshop |
Yarning as method In this week's workshop, we will form yarning circles to participate in yarning as an Indigenous qualitative research method. All students MUST attend class this week. Learning outcomes: L04, L05, L06 |
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Week 13 (26 May - 01 Jun) |
Lecture |
MODULE 4: Week 13. Participatory Action Research In this week's interactive book, the final lecture for Module 4 and for the semester, A/Prof Olson and Dr Smith introduce a key emancipatory methodology: Participatory Action Research (PAR). We end the course with reflections on how the skills you have learnt over the semester are coveted by future employers. Return to the video provided in week 1, to consider the many ways you might use qualitative methods in your future careers. Learning outcomes: L01, L02 |
Workshop |
PAR In our final workshop, we will plan a PAR study, reflect on the course and reflect on yarning as an Indigenous qualitative research methodology. Learning outcomes: L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.