This course guide provides an overview of the HMEF5103 Qualitative Research Methodology course. It discusses that the course is a 3-credit hour course offered to Master of Education students over 8-15 weeks. It introduces qualitative research concepts and their application in educational settings. Students are expected to spend 120 study hours on the course. The course is divided into 9 topics that cover qualitative research traditions, types of qualitative studies, research design, data collection and analysis.
This presentation focuses on the role of Chapter 1 as the guiding element of your thesis/ dissertation. Its structure and the process to develop it are also discussed.
This presentation focuses on the role of Chapter 1 as the guiding element of your thesis/ dissertation. Its structure and the process to develop it are also discussed.
Presently working with Reliance Industries Ltd- Jamnagar as Instrument Maintenance Executive in the field of Instrumentation with Total Experience is 16 Years.
#1 nha long resume new & revised 12.26.15Calvin Marshall
I will accept a position as an Acting Nursing Home Administrator for six months. This will give the organization a chance to see my management style, leadership skills and work ethic. If after six months, I do not meet the organizations requirements as a Nursing Home Administrator, I agree to immediately leave the position. However, if I am evaluated as an asset to the organization, I request to be hired as a permanent Nursing Home Administrator.
My goals as an Acting Nursing Home Administrator are to:
1) Provide quality care to the residents.
2) Meet the State of California’s and Medicare requirements for a skilled nursing facility.
3) Keep the facility’s beds full.
4) Retain staff.
5) Improve resident and employee satisfaction.
6) Pass the state examination.
Using my extensive background in long-term care within the Veterans Health Administration medical centers, I Will create an environment that encourages a united voice and collaboration between staff and addresses issues related to the standards for resident’s quality of life and care in the facility. These include:
• Advancing consistent standards, positions, and recommendations pertaining to the facility.
• Promoting evidence-based approaches to common problems and risks found as they relate to the nursing home patients.
• Coordinating and creating educational programs.
• Improving coordination among the professional disciplines and reduce fragmented initiatives and approaches.
• Clarifying staff accountability for the standard of care as established by law and regulation.
• Promoting more effective root cause analysis of commonly identified issues that affect the nursing home’s performance and practice.
• Promoting more effective approaches to improving care for the residents.
How to write a Research Paper1. Discussion (How to write a Resea.docxpooleavelina
How to write a Research Paper
1. Discussion (How to write a Research Paper) begins during Residency 10/12 – 10/14
2. Research Paper + Assignment Paper #2 Due 10/21/2018
Research papers are intended to demonstrate a student’s academic knowledge of a subject. When studying at higher levels of school and throughout college, you will likely be asked to prepare research papers. A research paper can be used for exploring and identifying scientific, technical and social issues. If it's your first time writing a research paper, it may seem daunting, but with good organization and focus of mind, you can make the process easier on yourself. Writing a research paper involves four main stages: choosing a topic, researching your topic, making an outline, and doing the actual writing. The paper won't write itself, but by planning and preparing well, the writing practically falls into place. Also, try to avoid plagiarism.
· Abstract - An abstract is a brief summary of a research article, thesis, review, conference proceeding, or any in-depth analysis of a particular subject and is often used to help the reader quickly ascertain the paper's purpose.
· Background of the Problem - Background information identifies and describes the history and nature of a well-defined research problem with reference to the existing literature. The background information should indicate the root of the problem being studied, appropriate context of the problem in relation to theory, research, and/or practice, its scope, and the extent to which previous studies have successfully investigated the problem, noting, in particular, where gaps exist that your study attempts to address.
· Problem Statement - A problem statement is a clear concise description of the issue(s) that need(s) to be addressed by a problem-solving team. It is used to center and focus the team at the beginning, keep the team on track during the effort, and is used to validate that the effort delivered an outcome that solves the problem statement
· Purpose Statement - A purpose statement is a declarative sentence which summarizes the specific topic and goals of a document. It is typically included in the introduction to give the reader an accurate, concrete understanding what the document will cover and what he/she can gain from reading it. To be effective, a statement of purpose should be:
· Nature of the Study - In modern science, all findings are usually required by the research community to be backed up by sound statistical evidence. The target audience... The nature of a study in social sciences research may refer to the statistical design of the study
· Research Question - A research question is the fundamental core of a research project, study, or review of literature. It focuses the study, determines the methodology, and guides all stages of inquiry, analysis, and reporting
· Interview Questions
· Assumptions, Limitations, and Delimitations –
· Limitations are influences that the researcher cannot con ...
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
1
BIRMINGHAM CITY BUSINESS SCHOOL
UNDERGRADUATE/ POSTGRADUATE DEGREES
COURSEWORK FRONT SHEET
MODULE TITLE: Major Project Options 1 & 2 (Dissertation)
MODULE CODE: BUS7048
LECTURER: Dr Peter Samuels
ISSUE DATE: September 2018
HAND IN DATE: Research Topic: Monday 8th April 2019
Research Proposal (25%): 12:00Noon Wednesday 3rd July 2019
Dissertation/Report (75%): 12:00Noon Friday 20th September
2019
(Resit date to be confirmed)
HAND BACK DATE: 20 working days from the date of submission.
Learning outcomes and assessment criteria specific to this
assignment:
Learning outcomes:
By the end of this module, students will be able to:
1. Identify, determine and justify a disciplinary-relevant project, including its aims,
scopes and objectives.
2. Self-manage research, including managing the supervisory process and
reflecting critically on the work undertaken to identify improvements in research
and project practice
3. Understand how to identify and synthesise the relevant conceptual theory and
methodological techniques from the programme pathway, using a range of
sources and data, applying them to a particular topic, case or organisation.
4. Professionally present the analysis of the data and the results of the project,
including drawing appropriate conclusions and providing recommendations and
guidance for managerial judgements and decision making in the chosen
discipline or pathway.
Assessment Criteria:
Assessment criteria are specified in the assessment brief marking scheme depending on
the option chosen.
2
BIRMINGHAM CITY BUSINESS SCHOOL
BUS7048
MSc Management programme
Dissertation Assessment Brief for Options 1 & 2
September 2019 submission
Module Coordinator: Dr Peter Samuels
e-mail: [email protected]
Phone: 0121 331 6962
Room: C242
mailto:[email protected]
3
MSc Management Dissertation Guide
1. The Aim of the Dissertation
The aim of the dissertation is to provide you with an opportunity to further your intellectual and
personal development in your chosen pathway by undertaking a significant practical unit of
activity, having an educational value, and at a level commensurate with the award of an MSc
degree.
The dissertation is one element of your degree where you have the freedom to select what to
study or investigate in your chosen pathway. Because of this, it can be one of the most valuable
learning experiences you could ever go through. Most students, for instance, have used the
dissertation not only to develop a detailed study of a topic that interests them, but also to learn
about themselves and to produce a dissertation which fully demonstrates their intellectual and
personal capabilities.
A subsidiary benefit of the dissertation is that it provides tangible evidence of your abilities and
can be shown to prospective employers to lend further support to your job application.
Option 1 and Option 2
The key d.
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
Organisational Leadership
UU-PSY703
Page 1 Organisational Leadership (UU-PSY703)
Organisational Leadership (UU-PSY703)
Assignment 2 Guidelines
Assignment Two: 50% of module marks
Research Proposal Assignment 2
Title: Develop a research proposal evaluating the impact of leadership and culture on the
sustainable development of the 21
st
century organizations.
Word Limit: 3000 words (absolute max 3500)
Assessment Point No: 2 (2 out of 2) 50% of final module mark
Online Submission: End of week 7 (Sunday)
Time: By 11:59 p.m. (23:59 hours) UTC time at the latest.
Important Note: If you miss the deadline, UNICAF rules on late submission/non-submission will
come into effect.
Learning outcomes assessed:
1. Illustrate the ability to evaluate the existing literature, identify potential gaps and propose a
research which examines the relationship between leadership and culture on the sustain how
you understand your research area
2. Demonstrate knowledge, critical evaluation and practical understanding of leadership.
3. Present critical and evidence-based arguments in written form.
Guidelines:
1. Add in depth evidence of advanced research and theories beyond the core readings which
have been provided in the module.
2. The essay should be reported by using the APA referencing format. Full and detailed
“References” section should be included at the end of the essay.
3. The essay should be within the indicated and appropriate word limit. Assignments that overly
exceed the absolute maximum will not be marked.
Organisational Leadership
UU-PSY703
Page 2 Organisational Leadership (UU-PSY703)
4. Your assignment should be word processed; Arial font size 11 or 12 and double- spaced and
numbered pages.
5. Headings (e.g., Introduction/Discussion/Conclusion) should not be included in your final
essay.
Note: Essential information must be included in the body of the essay and will be counted in the
word count. Extra illustrative information may be included in the appendices.
Your essay will be assessed using the Writing Rubric located at the top of the course shell.
Students will decide on the appropriate structure and content but we would expect to see the
following elements:
Introduction: Typically, research proposals are developed by scholars who aim to be funded
for a research project (or as the initial step for getting approval to develop a dissertation).
Despite this being a course assignment, in your introduction you should have a clear
statement of your idea and an examination of the significance of a research problem:
o What is the central research problem?
o What is the topic of study related to that problem?
o What methods should be used to analyse the research problem?
o Why this is an important research, what is its significance?
Literature review: introduce the area of research, review key publications, identify any gaps
in the kn.
1. COURSE GUIDE ix
COURSE GUIDE DESCRIPTION
You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course material. It also suggests the amount of time you are likely to spend in
order to complete the course successfully. Please keep on referring to the Course
Guide as you go through the course material as it will help you to clarify
important study components or points that you might miss or overlook.
INTRODUCTION
HMEF5103 Qualitative Research Methodology is a key course offered by the
Faculty of Education and Languages at Open University Malaysia (OUM). This
course is worth three credit hours and should be covered in 8 to 15 weeks. This
course introduces concepts of qualitative research methodology as applied to
educational settings. Upon completing this course you will be more
knowledgeable on the main concepts, theories and their application in
educational settings.
COURSE AUDIENCE
This is a core course offered to all students taking the Master of Education
programme. The course is designed primarily to provide graduate students with
a background in the uses of qualitative research in education. The course begins
with discussion on what qualitative research is and how it relates to education. It
also examines the theoretical and historical underpinnings of qualitative research
so that you may better understand the traditions behind this genre of research.
As an open and distance learner, you should be acquainted with autonomous
learning study skills and able to optimise the content in this module within your
home and work environment. Before you begin this course, ensure that you have
the right course material, and understand the course requirements as well as how
the course is conducted.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every
credit hour As such, for a three-credit hour course, you are expected to spend 120
study hours. Table 1 gives an estimation of how the 120 study hours could be
accumulated.
2. COURSE GUIDEx
Table 1: Estimation of Time Accumulation of Study Hours
Study Activities
Study
Hours
Briefly go through the course content and participate in initial discussion 3
Study the module 60
Attend 3 to 5 tutorial sessions 10
Online participation 12
Revision 15
Assignment(s), Test(s) and Examination(s) 20
Total Study Hours Accumulated 120
COURSE OUTCOMES
By the end of this course, you should be able to:
1 Explain the uses of qualitative research in educational settings;
2 Discuss theoretical and historical underpinnings of qualitative research;
3 Use tools appropriate for collecting and analysing qualitative data; and
4 Integrate participantsÊ ideas, perspectives, understandings and ways of
thinking in reporting the outcomes of qualitative research.
COURSE SYNOPSIS
This course is divided into 9 topics. The synopsis for each topic is presented below:
Topic 1 explores research in education in light of the key concepts, theories and
perspectives in understanding educational research. It also looks at the
differences in qualitative and quantitative methods to help you make important
decisions about your own research. Finally this topic gives you details on
educational research perspectives, measurability, explaining phenomena and the
research setting.
Topic 2 discusses a number of critical characteristics of qualitative research. It
focuses on the notion of approach in research, and how it applies to learning and
teaching. Contemporary perspectives on data collection as well as types and
forms of data are also explored. A variety of data analysis techniques derived
from various research perspectives are also put forth for consideration.
3. COURSE GUIDE xi
Topic 3 provides you an overview of various types of qualitative studies in
education, especially in terms of the salient features differentiating types of
qualitative studies. It also focuses on two main types of qualitative research
studies, the basic qualitative study as well as ethnography.
Topic 4 takes a close look at two other types of qualitative studies in educational
research. The discussion centres on the principles of the case study and action
research, with a view to help you choose a research method for your own
research. This topic ends with a discussion on ethics to be observed whilst
conducting qualitative research.
Topic 5 introduces the concept of research design with a view to help you select
key design features as you begin your own research. It highlights the importance
of setting goals for your study and how you begin with this end in mind. The
topic also describes informing concepts and emerging concepts in developing a
conceptual framework and research questions for your own study.
Topic 6 continues the discussion on design features by focusing on two other
core features of research design. These are the selection of data collection and
data analysis methods in qualitative research as well as issues involved in
establishing validity in qualitative research. The topic ends with a description of
key aspects involved in designing a study of your own.
Topic 7 focuses on qualitative data collection, particularly on the selection of
participants for your study and on how you may gather data in the form of field
notes. In relation to these, the topic describes some critical considerations for
recruiting and maintaining respondents in your study as well as for effectively
writing field notes.
Topic 8 continues the discussion on data collection by giving due consideration
to two other techniques for gathering qualitative data, which are observation and
interviews. Several important considerations for observation and for conducting
interviews are described to help you apply these techniques in your own work.
Topic 9 covers the process of data analysis as it applies to qualitative research
designs. It begins with a description of how qualitative data can be prepared and
organised for analysis. The topic includes features of coding and categorisation,
and how these may be colligated to derive themes related to your findings. It also
gives details of grounded theory, the constant comparative method and
triangulation. Finally, features of data interpretation and data representation are
described in terms of how you may employ them in your own work.
4. COURSE GUIDExii
TEXT ARRANGEMENT GUIDE
Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.
Self-Check: This component of the module is inserted at strategic locations
throughout the module. It may be inserted after one sub-section or a few sub-
sections. It usually comes in the form of a question. When you come across this
component, try to reflect on what you have already learnt thus far. By attempting
to answer the question, you should be able to gauge how well you have
understood the sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.
Activity: Like Self-Check, the Activity component is also placed at various
locations or junctures throughout the module. This component may require you to
solve questions, explore short case studies, or conduct an observation or research.
It may even require you to evaluate a given scenario. When you come across an
Activity, you should try to reflect on what you have gathered from the module and
apply it to real situations. You should, at the same time, engage yourself in higher
order thinking where you might be required to analyse, synthesise and evaluate
instead of only having to recall and define.
Summary: You will find this component at the end of each topic. This component
helps you to recap the whole topic. By going through the summary, you should
be able to gauge your knowledge retention level. Should you find points in the
summary that you do not fully understand, it would be a good idea for you to
revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should go
through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.
References: The References section is where a list of relevant and useful
textbooks, journals, articles, electronic contents or sources can be found. The list
can appear in a few locations such as in the Course Guide (at the References
5. COURSE GUIDE xiii
section), at the end of every topic or at the back of the module. You are
encouraged to read or refer to the suggested sources to obtain the additional
information needed and to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
For this course prior knowledge of inquiry, observation and writing would be
useful.
ASSESSMENT METHOD
Please refer to myVLE
REFERENCES
Anderson, G. L. (1989). Critical Ethnography in Education: Origins, Current Status,
and New Directions. Review of educational research; 59(3) 249 - 270.
Bogdan, R. C. & Biklen, S. K. (2003).Qualitative research for education: An
introduction to theories and methods (4th ed.). New York: Pearson.
Creswell, J. W. (2009). Research Design: Qualitative Quantitative and Mixed
Approaches. Sage.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among
five approaches. Sage.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach.
Thousand Oaks, CA: Sage.
Merriam, S. B. (1998). Qualitative research and case study applications in
education. San Francisco: Jossey-Bass Publishers.
TAN SRI DR ABDULLAH SANUSI (TSDAS)
DIGITAL LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for the
use of its learners. This comprehensive digital library, which is accessible
through the OUM portal, provides access to more than 30 online databases
comprising e-journals, e-theses, e-books and more. Examples of databases
available are EBSCO host, Pro Quest, Springer Link, Books24x7, Info Sci Books,
6. COURSE GUIDExiv
Emerald Management Plus and Ebrary Electronic Books. As an OUM learner,
you are encouraged to make full use of the resources available through this
library.