Subject description for 2021/2022

Design and Methods

PRO9013

Course description

The course will provide knowledge about and expertise in:

  • Research questions and question hierarchies
  • The relationship between research questions, epistemology, design, methodology and research ethics implications
  • Research design – quantitative and qualitative designs
  • Selection of informants, qualitative and quantitative representativeness, the unique and generalisable
  • Key methodological concepts – such as operationalisation, validity and reliability, induction and deduction, etc.
  • Qualitative and quantitative research methods – opportunities and limitations

Before the course starts, participants must submit a written overview of their own project that will play a key role in the course. This should include: ‘What is the main idea behind my project? Key research questions, methodological challenges and choice of methods’.

The participants give a brief presentation of the overview and actively participate in joint discussions.

Prerequisites

A master's degree of 120 credits is normally required. Students on the PhD programme of study in Professional Studies are prioritised. The course can also be taken by students in other PhD programmes.

Costs

No costs apart from relevant books and semester fees

Learning outcomes

Knowledge

Candidates

  • Have in-depth knowledge about different research designs, research ethics implications, data collection methods and analytical methods relevant to their own field of study.
  • Have in-depth knowledge and understanding about methodological choices and challenges related to different types of research questions, data and empirical data.
  • Have in-depth knowledge about reliability and validity requirements in quantitative and qualitative research.
  • Have knowledge about basic concepts and practical use of statistical methods of calculation.

Skills

Candidates

  • Can formulate and further develop an adequate relationship between research questions, research design, research ethics implications and research methodology in their own project.
  • Can explain and communicate the choice of research design, data collection and analysis method for their own project.
  • Can critically analyse, discuss and challenge research methodology related to their own and others’ research.
  • Can analyse data using statistical software.

General competence

Candidates

  • Can critically discuss and relate to the use of different research and professional development methods in their own field.
  • Can convey research designs, research ethics implications, data collection methods and analytical methods relevant to their own field of study.
  • Can assess the potential for innovation within their own research area.

Mode of delivery

Lectures and seminars om campus or digital

Teaching activities and methods

The course combines several teaching and learning methods. The teaching alternates between lectures, student presentations and seminar activities with feedback and discussion. In addition, compulsory coursework is carried out that is related to one’s own research project.

Active course participation is compulsory.

Course evaluation

 These evaluations are part of the University’s quality assurance system.

Assessment and examinations

Compound assessement, grading scale Passed - Failed
  • Compulsory participation, comprises 0/100 of the grade, grading scale Approved - Not approved.
  • Assessment task, comprises 0/100 of the grade, grading scale Approved - Not approved.
  • Assessment task, comprises 0/10 of the grade, grading scale Approved - Not approved.
  • Assessment task, comprises 0/100 of the grade, grading scale Approved - Not approved.
  • Assessment task, comprises 0/100 of the grade, grading scale Approved - Not approved.
  • Oral examination, 30 minutes, comprises 100/100 of the grade, grading scale Passed - Failed.

Overlapping courses

PR415Hv1 Methodology and research design - 5 study points.

Course literature

Cohen, L. Manion, L., Morrison, K. (2018) Research Methods in Education 8th ed. Taylor & Francis group (916 s).

Self-chosen syllabus based on the participant's theme.

Extra litteratur

Carter, S. M. & Little, M. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. Qualitative Health Research, 17(10), 1316-1328. https://doi.org/10.1177/1049732307306927

Creswell, J. W. & Poth C. N. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4:th ed.). Sage Publications

Dicicco-Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical education, 40(4), 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x

Morgan, D. L. (1996). Focus Groups. Annual Review of Sociology, 22(1), 129-152. https://doi.org/10.1146/annurev.soc.22.1.129

Thomas, J. R., Nelson, J. K., & Silverman, S. J. (2015). Research methods in physical activity. Human kinetics.

Included in these studies

 

 

PhD in Science of Professionshttps://www.nord.no/en/Student/study-plans/drgpr1PhD in Science of ProfessionsDoctoral degree with nom length of study
PhD in Science of Professionshttps://www.nord.no/en/Student/study-plans/drgprPhD in Science of ProfessionsDoctoral degree with nom length of study

Course coordinator
Start semester Spring 2022
Teaching language Norwegian ECTS Credits 7.5 Course location   Faculty
The Faculty of Education and Arts