質性研究方法導論

This course aims to introduce students to a variety of qualitative research methods. There are two main sections in this course. The first section is the “Interacting with Humans” section, which focuses on ethnography and interview methods in which students would learn how to interact with research participants. The second section, “Engaging with Data,” explores various ways that researchers analyze text and images. Throughout the course, students will have an opportunity to read texts about each method, participate in discussions, engage in qualitative research activities/games, and share with the class their own preliminary qualitative research plan.

This is a English medium course. All lectures, activities, and presentations will be conducted in English.

Cognitive goal Understand the different forms of qualitative methods Understand research ethics in qualitative research Understand the difference between qualitative and quantitative research methods Affective goal Be willing to attend course and participate in activities Be willing to learn about and discuss qualitative research Psychomotor goal Use concepts learned in this course to plan the methodology section of an interview research Use concepts learned in this course to analyze textual data Cognitive goal Understand the different forms of qualitative methods Understand research ethics in qualitative research Understand the difference between qualitative and quantitative research methods Affective goal Be willing to attend course and participate in activities Be willing to learn about and discuss qualitative research Psychomotor goal Use concepts learned in this course to plan the methodology section of an interview research Use concepts learned in this course to analyze textual data Cognitive goal Understand the different forms of qualitative methods Understand research ethics in qualitative research Understand the difference between qualitative and quantitative research methods Affective goal Be willing to attend course and participate in activities Be willing to learn about and discuss qualitative research Psychomotor goal Use concepts learned in this course to plan the methodology section of an interview research Use concepts learned in this course to analyze textual data

Mid-term Presentation (Interview outline: participant sampling, interview method, structure and questions) 25% Final Presentation (Choose 1 data analysis method and analyze 1 small text, such as using content analysis to analyze an advertisement/commercial or using narrative analysis to analyze an online magazine interview) 25% Attendance and Participation (In-class discussion and activity) 25% Presentation Written Report (A. A write-up of one presentation or B.Finish writing the IRB application for your research) 25% * All assignments and presentations need to give proper citation. 1. * If you need to take a leave of absence, please remember to follow the school procedure with official documentation for taking a leave of absence and make sure the form is approved and email the instructor before class. (More than 4 leave of absence or failing to show up for class will affect participation grades. More than 7 absences will result in a failing grade except for circumstances otherwise indicated) Attendance will be taken at the beginning of each class. Points will be deducted each time for students who are late to class, leave early, or are absent without notice. 2. According to the school policy, online class options are only for students who enroll in a department at Chiao Tung Campus. For Yang Ming campus students: Required to attend in-person every session, unless students have a compelling excuse to attend online (e.g., Covid quarantine). Students who want to attend online must get permission from the instructors in advance. Every student at most can apply to attend online three times. Students who fail to comply with this attendance policy will receive a grade penalty. 3.Engaging in activities unrelated to the course will affect your participation grade. 3 Please write assignments and exams yourself and do not cheat or plagiarize. Once found, the assignment will be graded as zero. All assignments and presentations need to give proper references and citations. 4. Please submit your assignments on time. A failing grade will be given for the late assignment. 5.There are in-class discussions and activities every week which accounts for part of the final grade. Please make sure you attend class to participate in every activity. In-class activities should be practiced and conducted during class practice time. 6. Please use E3 websites or email to correspond with the instructor instead of via social media.

Textbook and References Bleakley, A. (2005). Stories as data, data as stories: making sense of narrative inquiry in clinical education. Medical education, 39(5), 534-540. Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). Palgrave Macmillan, London. Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17. Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press. Resources Beal, C. C. (2013). Keeping the story together: A holistic approach to narrative analysis. Journal of Research in Nursing, 18(8), 692-704. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. Sage. Flick, U. (Ed.). (2013). The SAGE handbook of qualitative data analysis. Sage. Husserl, E. (1999). The essential Husserl: Basic writings in transcendental phenomenology. Indiana University. Riessman, Catherine Kohler (2005) Narrative Analysis. In: Narrative, Memory & Everyday Life. University of Huddersfield, Huddersfield, pp. 1-7. Strauss, A., & Corbin, J. M. (1997). Grounded theory in practice. Sage.