BSc Psychology

Qualitative research methods of data collection and analysis are increasingly used in their own right or as part of mixed methods studies in psychology. This unit is designed to give students advanced training in the background, use and application of a variety of qualitative techniques of data collection and analysis as they are used in applied, ‘real world’ contexts. The skills acquired on this unit will be highly transferrable: Students will be able to apply them to their undergraduate psychology project, future study and/or career. The unit covers four main things:  

• The big debates that are going on at the moment around key issues in qualitative methodology. It will introduce the latest, innovative techniques used by qualitative researchers, and help students to identify and design their own research questions for qualitative research in applied contexts.
• An introduction to a variety of the most commonly used techniques for data collection (including Interviews, focus groups, observational methods and naturally occurring sources, text-based, documentary sources (e.g. diaries), and data publicly available via the media and internet). Students will get hands-on experience of collecting their own data, and reflect on the methodological issues that arise.
• An introduction to the most commonly used techniques for data analysis (including thematic analysis (TA), interpretative phenomenological analysis (IPA), discourse analysis (DA), and conversation analysis (CA).
• Finally, the unit will provide a thorough grounding in techniques for evaluating and writing up qualitative research.

This is an optional Year unit for the BSc Psychology programme 

This unit aims to:

• Introduce students to, and provide hands-on, practical experience in, a range of qualitative research methods of data collection and analysis, as applied to ‘real world’ contexts
• Equip students with research training in qualitative methods and transferrable skills that will prepare them for later study and/or research work within or outside an academic setting
• Provide training in qualitative research methods that will be helpful to students undertaking undergraduate projects with a qualitative element. 

The course is delivered via:

Interactive, workshop sessions on campus:

11 weeks x 1 hour, interactive workshop sessions to include a mix of (1) small group work to provide practical, hands-on experience of issues in research design (e.g. designing research questions), data collection (e.g., conducting an interview), experience of analysing case studies of data, and discussion of self-directed activities; and (2) Q and A sessions. Questions submitted on discussion board in advance or brought to session on the day. Notes of key points will be made available on Canvas after the session.

Recorded Lecture module videos (asynchronous) and self-paced activities (asynchronous):  

8 x approx. 1 hour lecture content made up of short, pre-recorded ‘lecture module’ videos with max of 1hr per week self-directed activities. There are no lecture module videos in weeks 4,11 and 13, when the on-campus workshops will be dedicated to supporting students with assignments.

Other scheduled teaching and learning activities include:

Optional, drop-in, Support sessions on campus

4 x 2 hour, optional, drop-in, Support sessions, held at key points across the semester (usually weeks 5, 6, 12 and 13), to coincide with weeks prior to Assignment 1 and 2 submissions. Questions submitted on discussion board in advance or brought to session on the day. Summary of key points of general interest will be posted on Canvas after the session for anyone unable to attend.

Optional, live, online, drop-in support sessions (synchronous)

To maximise student choice and provide flexible support opportunities, we will also offer 4 x 2 hour, optional, live, online, drop-in support sessions(synchronous). Potentially, students can attend both the online and face-to-face support sessions if they wish. Summary of key points of general interest will be posted on Canvas after the session for anyone unable to attend.  

Live (synchronous), online office hour held on discussion board

8 weeks x 1 hour, live, online office hour held on discussion board (these do not run in the 4 weeks that we have Assignment surgeries). An additional session is scheduled for January 2026, prior to Assignment 2 hand-in.  

This teaching format differs from that of other Final Year units and is aligned with the aim to teach students practical research skills.  

The precise mix of these activities will be modified according to class size and preferences. Workshop materials, supplementary reading and resources and the discussion board will be available via the unit Canvas site. 

• Demonstrate an understanding of a range of techniques of data collection, (e.g., interviews, focus groups, ethnographic observations, naturally occurring data) for applied qualitative research in psychology.
• Demonstrate an understanding of a range of techniques of data analysis (e.g., thematic analysis, conversation analysis, interpretative phenomenological analysis) for applied qualitative research in psychology.
• Demonstrate knowledge of a range of contemporary and innovative qualitative methods of data collection and analysis and their appropriate usage.
• Develop knowledge and understanding of how to apply qualitative research perspectives to psychological issues, with a focus on practical, real-world application. 

• Critically evaluate the strengths and weaknesses of a range of qualitative methods of data collection and analysis.
• Develop and operationalise research questions suitable for qualitative projects.
• Apply scientific reasoning to the evaluation of qualitative research, considering   methodological issues in data collection and analysis.
• Conduct qualitative research ethically and reflexively, considering the role of the researcher in the research process. 

• Demonstrate appropriate choices regarding, and the sensitive and ethical application of, techniques of qualitative data collection and analysis.
• Demonstrate hands-on experience using recognised qualitative methodological techniques to collect, transcribe, code, analyse, and reflexively evaluate qualitative data.  
• Select an appropriate qualitative analytic method to identify patterns in a data-set. 

• Develop qualitative methodological awareness and research skills that can be applied to practical research problems.
• Communicate qualitative research findings effectively through written reports.
• Manage qualitative data collection and analysis ethically and efficiently, demonstrating skills in research planning, communicating effectively with research participants, data organisation and presentation.
• Apply analytical reasoning to interpret and present qualitative data accurately, considering different methodological perspectives. 

See Assessment Methods

Wherever possible, references to key articles and data are made available on Canvas in advance of the relevant session. In addition, students may also wish to consult the following sources:

• Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
• Brooks, J., & King, N. (2017). Applied qualitative research in psychology. Macmillan International Higher Education.
• Hutchby, I., & Wooffitt, R. (2008). Conversation analysis (2nd edition). Polity.
• Punch, K. F. (2016). Developing effective research proposals (3rd edition). Sage.
• Robson, C. & McCartan, K. (2015). Real world research (4rd ed.). John Wiley.
• Silverman, D. (Ed.) (2021). Qualitative research (5th ed.). Sage.
• Silverman, D. (2022). Doing qualitative research (6th ed.). Sage.  
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage.
• Speer, S. A. (2005). Gender talk: Feminism, discourse and conversation analysis. Routledge.
• Thomas, G. (2009). How to do your research project: A guide for students in education and applied social sciences. Sage.