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THE YORK MANAGEMENT SCHOOL
Module: Qualitative Research Methods
Module Co-ordinator: Professor S Linstead
Assessment: Open
Maximum word count: 3,000 (in three parts of 1,000 words)
Release: Noon, Thursday 5th March 2009
Submission: Noon, Thursday 7th May 2009
Introduction
Please read all of this brief before starting the assignment. If there is anything you do not understand then please contact the Department of Management Studies for assistance. The objective of the assignment is to help you to demonstrate qualitative research skills in conducting a small research exercise in three of the methods we have discussed in the course.
This portfolio assignment has a total length of 3,000 words and is in three parts of up to 1000 words each.
Question:
PART ONE:
Observation and Ethnographic Description
Choose as a research setting any place where people carry out a public or semi-public activity. It may be a market square, a church, a restaurant or bar, a workplace, a 指导留学生论文sports ground. Your task is to observe the behaviour of people in this setting and to create an ethnographic description of it. Remember that your interest is in what the people think they are doing in their activities, and you can describe only what you see. You should observe for a significant length of time – it depends on the activity, but 1-2 hours is a reasonable estimate. Make detailed notes, then write up the description of what happened and what you think was happening, what patterns you observed, the relationships between people, what interruptions, problems or difficulties you noticed, whether the activity was routing or unusual, whether breaches occurred and how they were dealt with, what impact your presence appeared to have on the behaviour you observed.
You should cite and reference key methodological texts that influence of illuminate your approach.
Interviewing
Identify one person that you do not know well (ie this should not be a relative, close friend or classmate) and prepare to interview them (for around 30 minutes) on the subject of personal identity at work. You are particularly interested in changes in their working lives, key events in their working lives,
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highs and lows of their working lives, and how their work identity has changed over this time, including their anticipations and desires for the future. Obviously, you can’t ask directly about these issues in a flat and direct way, so you will have to derive an interview strategy, identifying how to build rapport and a good relationship with the interviewee, starting before the interview, to maximise the productivity of the interaction. Then you will have to devise a number of ways of opening up the issues, conversationally, that will feel and appear natural. Transcribe the interview, then analyse its main themes and try to relate that to a conceptual framework. Write up your analysis (not the transcript) but account for your interviewing strategy and its effectiveness, illustrating with quotes from the interview.#p#分页标题#e#
http://www.ukassignment.org/liuxueshenglunwen/You should cite and reference key texts on interview methods and approaches that you have drawn on in developing your approach.
Document Analysis
Take any one document relating to an organization – it could be a corporate report, a letter, a photograph or photographs, an image – and identify an appropriate technique (rhetoric, hermeneutics, semiotics etc) as introduced in the lectures and readings (eg Bryman and Bell) for its analysis. Carry out this analysis – remember that you can do this with a small fragment of data, so don’t be tempted to do too much – a section or page of a report, a single image, can furnish enough information if the analysis is done properly.
You should fully reference articles etc drawn upon in developing your analysis – this part of the assignment should be the most fully referenced, like a normal academic paper.
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THE YORK MANAGEMENT SCHOOL
Student number:
Module: Qualitative Research Methods 2780346
Generic criteria
Module specific learning outcomes
G1
Presentation
S1
Develop an appreciation of the norms and expectations associated with research within the qualitative methodological category;
G2
Theory and literature review
S2
Understand the different methods and techniques of data gathering available, their strengths and weaknesses
G3
Analysis and problem solving
S3
Competently gather data and analyse it appropriately in the context of both a qualitative and mixed method research project.
G4
Structure and argument
S4
G5
Conclusions
S5
G6
Correctness of referencing
S6
Comments on assessment criteria
Mark
Suggestions for improvement
Date:
Signature 1st marker
Initials 2nd marker
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Generic Assessment Marking Criteria
You will be marked according to five criteria:
• Quality of Presentation
• Understanding and use of Theory
• Quality of Analysis
• Structure and Argument
• Conclusions
The examiners will be looking for the following elements for each of these criteria.
Presentation
• All material is thoroughly and correctly referenced.
• Citations are given in the Harvard format, unless specifically specified otherwise in the assignment brief.
• Direct quotations from sources are referenced with page numbers.
• Appropriate use has been made of tables, diagrams, graphs and pictures.
• 指导留学生论文The use of formatting (line spacing, font, justified margins etc) is consistent throughout.
• The text is clear and readable, without typographic errors and spelling mistakes.#p#分页标题#e#
• The assignment is within the maximum word length suggested.
• The bibliography contains only the works cited in the assignment, is presented in author alphabetical order and is complete, accurate, and consistently formatted.
Theory
• Evidence of wider reading i.e. not relying on a textbook or single text source, but engaging with specialist texts, journal articles and reports.
• A demonstration of an understanding and awareness of a range of theoretical positions or technical options.
• The ability to place a particular text’s argument within a range of positions evident in the literature and to recognise its strengths and limitations as an explanatory framework.
• Direct quotes, paraphrasing or other evidence of active engagement with theory and/or technique is apparent throughout the assignment.
Analysis
• The assignment demonstrates an ability to understand different perspectives i.e. the student can evaluate different options, engage
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critically with theory and practice and can justify their analysis above other available solutions or viewpoints.
• The analysis results from the use of judgement and discernment in selecting theory and applying it to the situation or problem.
• The selection of techniques and viewpoints are justified by the problem or issue outlined.
• Reflection and observation are integrated in the analysis in an appropriate way i.e. a supported argument illustrated with observation rather than a statement of opinion.
Structure and Argument
• An essay assignment will normally include an introduction, several sub-titled sections in the main body, a conclusion and a bibliography. Alternative formats may be specified by the assignment brief and, if so, have been used.
• A coherent argument is evident, which clearly links the different elements of the assignment together and leads the reader through to a justifiable conclusion.
• The argument is logically constructed with each section building on the insights of preceding sections i.e. different perspectives are not simply thrown together without an understanding of how they contribute to the overall argument presented.
• Theory is integrated into the analytical and/or practical elements of the assignment where appropriate
• Meaning is not obscured by poor grammar, paragraph or sentence construction.
Conclusions
• The conclusion summarises the whole of the assignment and not just the analysis i.e. conclusions relate questions posed, adequacy of the theory, empirical issues explored and reflect on the student’s approach to the work.
• The conclusions refer to the argument presented to that point and do not introduce new ideas or arguments “at the last moment”.
• The conclusion demonstrates the ability of the student to justify their theoretical and analytical approach.
• Conclusions have been drawn and follow, and are justified by, the analysis in the main body of the assignment. Where required, practical recommendations are feasible and follow on from the conclusions, addressing the issues identified.#p#分页标题#e#
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Qualitative Research Methods Interview Assignment
Student name: Student number:
Programme:
Course Leader: Professor Stephen Linstead, The York Management School, Sally Baldwin Block A, University of York, Heslington, York, YO10 5DD sl519@york.ac.uk
Consent form
This form is for you to state whether or not you agree to take part in the interview. Please read and answer every question. If there is anything you do not understand, or if you want more information, please ask me.
YES NO
Have explained why I want to talk to you?
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