Study Guide

Objective

The student:
Has advanced theoretical and practical knowledge in qualitative and quantitative research and development processes and methods
Has acquired a scientific and ethical approach in research and development activities
Can carry out a current work life-related development project

Content

Qualitative research methods
Quantitative research methods
Seminars

Location and time

Part 1. Qualitative methods, made entirely virtual. The course is available at Moodle 30.8.2021-31.12.2021. The students are recommended to study the course during the autumn 2021. Course info (2h), week 35 + 4x 2h online supervision sessions during the autumn (dates are being informed later).

Part 2. More information is available in Moodle. The part i realized through lectures, also online. The course is available om Moodle. 10.1.-29.5.2022.
A compulsory day is arranged on campus with exercises in class (SPSS). Further information about study days can be found on the spring schedule in Moodle. Students are recommended to take the course during the spring semester.

Part 3. Method seminars, see the schedule for Method seminars and Mather's thesis seminars in Peppi / Moodle.

Materials

LITERATURE FOR THE QUALITATIVE PART OF THE COURSE

Obligatory literature (suggestions below): student chooses a book which presents the chosen method (if available) and publications related to research integrity.

General research method books:
- Gerrish, K. & Lathlean, J. (2015). Research process in nursing (Seventh edition.). Wiley Blackwell. (e-bok)
- Parahoo, K., 2006. Nursing Research. Principles, Process and Issues. Second Edition. New York: Palgrave Macmillan.
- Holloway, I. (2017). Qualitative research in nursing and healthcare (4th ed.). Wiley Blackwell.
- Gibbs, G. R. & Flick, U. (2018). Analyzing qualitative data (Second edition.). Sage.
- Merriam, S. B. & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis (Second edition.). Jossey-Bass.
- Kyngäs, H., Mikkonen, K. & Kääriäinen, M. (2019). The application of content analysis in nursing science research. Springer International Publishing.
- Miles, M. B., Huberman, A. M. & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (Fourth edition. International student edition.). SAGE.
- Saldaña, J. (2011). Fundamentals of qualitative research. Oxford University Press.
- (2012). What is Qualitative Research? Bloomsbury Academic.
- Leavy, P. (2014). The Oxford handbook of qualitative research. Oxford University Press.

Specific research methods:
- Coughlan, M., Cronin, P. & Ryan, F. 2013. Doing a literature review in nursing, health and social care. Los Angeles: SAGE Publications.
- King, N., Horrocks, C. & Brooks, J. (2019). Interviews in qualitative research (2nd edition.). SAGE Publications Ltd.
- Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
- Lawson, H. A. (2015). Participatory action research (First edition.). Oxford University Press.
- McNiff, J. (2013). Action research: Principles and practice (3rd edition.). Routledge.
- Atkinson, P., Coffey, A., Delamont, S., Lofland, J., Lofland, L., Deegan, M. J., . . . Lather, P. (2007). Handbook of ethnography ([Uusintapainos].). SAGE Publications.
- Krueger, R. A. & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4. [updated] ed.). Sage Publications.

Ethics:
- Finnish National Board on Research Integrity (TENK): https://www.tenk.fi/en
- What are Qualitative Research Ethics? (2012). Bloomsbury Academic.¨
- Love, K. (2012). Ethics in social research. Emerald.
- Comstock, G. (2013). Research ethics: A philosophical guide to the responsible conduct of research. Cambridge University Press.
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LITERATURE FOR THE QUANTITATIVE PART OF THE COURSE

Barmark, M. & Djurfeldt, G., 2015. Statistisk verktygslåda - att förstå och förändra världen med siffror. Lund: Studentlitteratur.
Denscombe, M. 2018. Forskningshandboken - för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.
Ejlertsson, G., 2013. Statistik för hälsovetenskaperna. Lund: Studentlitteratur.
Eliasson, A., 2013. Kvantitativ metod från början. Lund: Studentlitteratur.
Field, A., 2014. Discovering statistics using IBM SPSS Statistics. Germany: Mohn Media.
Holme, I.M. & Solvang, B.K. 1992 eller nyare upplaga. Forskningmetodik. Kvalitativa och kvantitativa metoder. Lund: Studentlitteratur.
Körner, S. & Wahlgren, L., 2002. Praktisk statistik. Lund: Studentlitteratur.
Körner, S. & Wahlgren, L., 1998 (eller nyare uppl.). Statistiska metoder. Lund: Studentlitteratur.
Wahlgren, L., 2012. SPSS steg för steg. Lund: Studentlitteratur.
Widjeskog, Ö. 1995 eller nyare upplaga. Statistik. En introduktion. Åbo: W-statistik Ab.

Teaching methods

The course is divided into three separate parts; qualitative methods (5 ECTS), quantitative methods (3 ECTS) and method seminar (2 ECTS). Qualitative methods, go as a digital course always in the autumn semester, and quantitative methods with lectures on campus in the spring.

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QUALITATIVE METHODS:
The qualitative part of the course is completely virtual and is available at Moodle.
The course at Moodle is divided into 5 modules:

Module 1: Introduction and a diagnostic test.

Module 2: Data collection. Group working. In the group you choose each a data collection method in which you immerse yourself, do a small survey where you use the chosen method and present it to each other according to the instructions on Moodle. In addition, you give feedback to each other regarding the details according to the instructions on Moodle. It is optimal to have 3 people in the group. When the student starts the course, they enters the discussion forum in module two. The first one to enter starts a discussion thread, the following (1-2 students) answer it and thus form a group. The third or fourth who enters starts a new discussion and the following students answer it, etc.

Module 3: Data-analysis. Individual assignment. A student choose a theme and form a research question. They search for 3 scientific articles and choose a qualitative analysis method. Student answers to their research question by using a content analysis and presents the analysis process and findings.

Module 4: Ethics, data protection and validity. Home exam submitted via Moodle.

Module 5: Review of a degree thesis. Student choose choose a higher UAS degree thesis within their own profiling in Theseus (https://www.theseus.fi/). NOTE the programs are slightly different in different UAS. Students read and assess the thesis according to instructions and documents found on Moodle.
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QUANTITATIVE METHODS
The quantitative part of the course is realized during the spring semester, and closer directives regarding the examination is later published in Moodle. Based on lectures, computer exercises and literature studies, the student complies a home examination consisting of (a) a description of central concepts and quantitative methods of collection and analysis, as well as (b) a quantitative exercise with statistical testing. The examination can be replaced by an individualized exercise that relates to the student's forthcoming thesis.

Exam schedules

QUALITATIVE METHODS
The course qualitative research methods can be accomplished under the period 30.8.-31.12.2021. The module 1 should be done first and after that, the student is recommended to study the modules according to the order on the Moodle.
QUANTITATIVE METHODS
The course in quantitative research methods can be accomplished under the period 10.01.-29.05.2022.

Completion alternatives

QUALITATIVE METHODS
Module 1: Diagnostic test (Moodle)
Module 2: Written report (group assignment) as a PowerPoint form with recorded sound (instructions on Moodle) and peer review. A presentation should include: a description of the method, how and when to use the method, pros and cons of the method, description of how you used the method (how did you use the method, reflection about the strengths and challenges). Peer review is given to other students in the group according to the instructions on Moodle.
Module 3: Individual assignment. Student analyses 3 scientific articles using a quantitative analysis method. Student presents their analysis process and findings.
Module 4: Home exam submitted via Moodle
Module 5: Individual analysis and review of a degree thesis based on your interest. (conducted according to the instructions on Moodle)
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QUANTITATIVE METHODS
Home exam or an individualized exercise that is related to the student's Mater´s thesis
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METHOD SEMINARS
Oral opposition and a written opponent's report of a mater´s thesis plan and a completed master´s thesis.

Student workload

QUALITATIVE METHODS (5 ECTS = 135 h)
Course introduction: (course info 2h + getting familiarized with the course) + diagnostic test pn Moodle (=examination) = 10 h
Data collection: Students are working in groups of 3 people. Every student chooses a data collection method of which they study and use it in their reports according to the instructions on Moodle. Students record max 10 minutes video in which they present the method. The other group members review the group mates presentations using the review criteria on Moodle. (=examination) = 40 h
Data analysis: Student choose a theme and forms a research question. They search 3 scientific articles and choose a qualitative analysis method. Student answers to their research question using content analysis and presents the analysis process and findings (=examination) = 40 h
Ethics, data protection and validity: Home exam on Moodle (=examination) = 25 h
Degree thesis: Student searches, reads and analyses one thesis (master's degree) and review it using the criteria found on Moodle and writes a report (=examination) = 20 h

QUANTITATIVE METHODS 3 ECTS = 81 hours

METHOD SEMINARS 2 ECTS = 54 hours

Content scheduling

The course is divided into three parts: qualitative, quantitative, seminars
Qualitative methods (5 ECTS) is accomplished during the autumn 2021. This part of the course is completely virtual and it can be found on Moodle.
Quantitative methods (3 ECTS) is accomplished during spring 2022. This part of the course is partly based on lectures.

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Criteria for evaluation of the exam:
The student has a superficial knowledge of the subject (by heart reading)

Assessment criteria for assignment:
The student has followed the instructions and her/his knowledge of the other students' work is inadequate. The student shows limited substance knowledge, it can be essential
The student shows insufficient knowledge about the other students' assignments. The student has followed the instructions for the assignment. She/He have a deficient knowledge of the substance also touching the essential

Assessment criteria, good (3)

Criteria for evaluation of the exam:
The student can account for the literature, reflect and motivate his/her views

Assessment criteria for written assignment:
The student has followed the instructions for the written assignment and shows insufficient knowledge about the other students' written assignments. The student has mastered the substance of her/his work, but the application is limited

Assessment criteria, excellent (5)

Criteria for evaluation of the exam:
The student shows in her/his answer an in-depth knowledge and maturity beyond the traditional

Criteria for evaluation of assignment individually or in groups:
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and can lead a discussion at the seminar. The assignment and the possible opponentship show something out of the ordinary (technical execution, oral presentation, mature reflections, independent working methods)
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and lead a discussion at the seminar

Assessment methods and criteria

QUALITATIVE METHODS

Module 1 is assessed passed/failed. To pass this module, the student need to answer to the diagnostic test.
Modules 2-5 are assessed using a scale 0-5.
Module 2 (weighting 30%)
- readiness to plan, structure, perform and analyse critically research
- readiness to compare and critically analyse the objective of collecting and using data
- readiness to combine theory, practice and reflection
- readiness to document and logically and structurally present the tasks
- readiness to peer review
Module 3 (weighting 30%)
- readiness to form a research question
- readiness to search scientific articles
- readiness to use a qualitative data analysis method
- readiness to present an analysis process
- readiness to to present findings of the analysis (written and visual presentation)
Module 4 (weighting 20%)
- knowledge of basic concepts
- readiness to variedly clarify questions related to research ethics, data protection and validity using literature related to research methods
Module 5 (weighting 20%)
- readiness to analyse using literature related to research methods and review criteria
- readiness to assess the practical novelty
- readiness to summarize relevant data
- critical and constructive reflection

QUANTITATIVE METHODS
This part of the course is assessed using a scale 0-5 based on:
- the student's ability to account for and understand central concepts
- the student's ability to critically describe principles for applying various methods for data collection and analysis
- the student's ability to conduct an analysis based on statistical testing

Assessment criteria, fail (0)

QUALITATIVE METHODS
Modules 2, 3 and 5:
The text is fragmented and it does not answer to the questions.
Literature related to research methods is not used.
Reflections are missing.
The technical forming has limitations.
Module 4:
Does not present the central concepts and the basic principles.
Literature related to research methods is not used.
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QUANTITATIVE METHODS
The student has very inadequate knowledge of central concepts and methods for data collection and analysis.

Assessment criteria, satisfactory (1-2)

QUALITATIVE METHODS
Modules 2, 3 and 5:
Questions to the answers are vague and narrow.
Literature related to research methods is referred.
Reflections presented are limited.
The technical forming is satisfactory.
Module 4:
- Concepts and basic principles are referred.
- Is based on basic literature related to research methods.
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QUANTITATIVE METHODS
The student's knowledge of quantitative concepts and methods is very basic. There are deficiencies in the knowledge of central concepts and methods for data collection and analysis.

Assessment criteria, good (3-4)

QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and is able to clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
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QUANTITATIVE METHODS
The student demonstrates good knowledge of quantitative concepts and methods. The student can correctly reproduce and use central concepts and methods for data collection and analysis.

Assessment criteria, excellent (5)

QUALITATIVE METHODS
Modules 2, 3 and 5:
- Questions are being answered.
- Literature related to research methods is applied.
- The text is reflective and critical viewpoints can be found.
- The technical forming is good.
Module 4:
- Understands and is able to clarify the concepts and the basic principles
- Is based on literature related to research methods and the instructions of the Finnish National Board on Research Integrity or international guidelines.
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QUANTITATIVE METHODS
The student demonstrates particularly good knowledge of quantitative concepts and methods. The student can correctly reproduce and use central concepts and methods for data collection and analysis, as well as critically examine their usefulness and limitations.

Qualifications

No prerequisites