This module is not currently running in 2024 to 2025.
The main purpose of this module is to provide programme participants with an introduction to methodologies and methods of conducting educational research, and their implications in terms of ethics, validity and generalisability. Topics introduced include: conceptual analysis, forms of reasoning, epistemology, education as social science, quantitative vs qualitative analysis, datasets and other sources, various methods and approaches for empirical investigation (with room to accommodate participants' needs), research ethics considerations, research writing and audiences.
10 hours
Autumn
Students will write a 3000-4000 word assignment in two parts: First, they will outline a proposed project or describe a previous project. Second, they will critique that project on grounds of its effectiveness through the lens of choices and applications of methodology.
NB All PGCHE/MA modules are Fail/Pass/Distinction so participants need to pass both elements.
Cohen, L., Manion, L., and Morrison, K. (2013). Research Methods in Education. (6th Ed.). London: Routledge
Kvale, S. (2007). Doing Interviews. London: Sage
May, T. (2001) Social Research: Issues, methods and process. Maidenhead: Open University Press.
Moustakas, C. (1994). Phenomenological Research Methods. London: Sage.
Pink (2009) Doing sensory ethnography. London: Sage
Reason, P. & Bradbury, H. (eds.) (2006) Handbook of Action Research. London: Sage.
Rose, G. (2007). Visual Methodologies: An Introduction to the Interpretation of Visual Materials. (2nd ed.). London: Sage.
Scott, D. and Usher, R. (2011) Researching Education: Data methods and theory in Educational Enquiry. London: Continuum
Silverman, D. (2010). Qualitative Research. (3rd Ed.). London: Sage
See the library reading list for this module (Canterbury)
At the end of the module, successful participants will be able to:
Demonstrate a knowledge and understanding of a range of research methods (MA in Higher Education, Knowledge and Understanding 2, 4; Intellectual Skills 1, 2, 3; Subject-Specific Skills 4; Transferable Skills 1, 2, 3. PGCHE Knowledge and Understanding 6; Intellectual Skills 1, 2, 3; Subject Specific Skills 7; Transferable Skills 1. UKPSF A5; K1; V3)
Critically evaluate the suitability of different research methods, approaches and instruments within educational research (MA in Higher Education, Knowledge and Understanding 2, 4; Intellectual Skills 1, 2, 3; Subject-Specific Skills 4; Transferable Skills 1, 2, 3. PGCHE Knowledge and Understanding 6; Intellectual Skills 1, 2, 3; Subject Specific Skills 7;
Transferable Skills 1. UKPSF A5; K1; V3)
Consider the ethical implications of collecting and handling qualitative and quantitative data relating to human subjects within educational settings (MA in Higher Education,
Knowledge and Understanding 2, 4; Intellectual Skills 1, 2, 3; Subject-Specific Skills 4; Transferable Skills 1, 2, 3. PGCHE Knowledge and Understanding 6; Skills and Other Attributes 1, 2, 3; Subject Specific Skills 7; Transferable Skills 1. UKPSF A5; K1; V3)
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