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GEOG41190

Academic Year 2026/2027

Advanced Qualitative Methods (GEOG41190)

Subject:
Geography
College:
Social Sciences & Law
School:
Geography
Level:
4 (Masters)
Credits:
5
Module Coordinator:
Dr Arlene Crampsie
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module offers students an opportunity to develop practical skills in advanced qualitative research methods. Through a combination of lectures, discussions and guided seminars, students will be introduced to a broad variety of qualitative research methods, beginning with questionnaires, interviews and focus groups before exploring innovative and creative methods. Guided initially by staff, but then supporting the methodological interests of students enrolled on the module, methods covered may include: historical analysis; discourse analysis; go-along interviews; photo methods; artistic and creative interpretations etc. Students will critically appraise each approach, reflecting on issues of logistical feasibility, critiques of ‘bias’, subjectivity, and ethical considerations, to determine the best approaches for various research scenarios. Key considerations around analytical approaches, data collection and data reuse will also be explored.

About this Module

Learning Outcomes:

On successful completion of this module you should have:
1. Developed a broad understanding of the potential of advanced qualitative methods
2. Critically engaged with a variety of qualitative research methods understanding the challenges and complexities of each
3. Determined an appropriate qualitative research method for your own research and critically assessed this approach by reflecting on the specifics of your research question, research logistics and ethical considerations
4. Developed enhanced critical thinking, information synthesis and writing skills

Indicative Module Content:

Week 1 Introduction to the module
Week 2 Ethics for qualitative research methods?
Week 3 Foundational Qualitative Methods (i): Questionnaires / Surveys
Week 4 Foundational Qualitative Methods (ii): Interviews / Focus Groups
Week 5 Creative / Arts-based Methods
Week 6 Data Coding and Analysis Techniques
Week 7 Textual, narrative and discourse analysis

TWO WEEK BREAK

Week 8 Assignment Discussion & Conclusion

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Expert

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Expert

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Expert

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 3
 

Student Effort Hours:
Student Effort Type Hours
Lectures

16
Specified Learning Activities

60
Autonomous Student Learning

40
Total

116

Approaches to Teaching and Learning:
Teaching and learning on this module will include:
- Lectures / Seminars
- Reflective Learning
- Active / task-based learning through peer and group work in practical workshop and 'break-out' sessions
- Inquiry and case-based learning through student presentation led sessions

For assessment purposes this is an AI-Red module. It is vital that you take full ownership of your research design and that it is an original approach developed by you. You may make use of AI to help summarise arguments from readings and case studies and to provide wider contextual information related to well documented historical events, but please use with caution and ensure that you do not feed this into module assignments. AI tools do also have a place in data coding and analysis, the difference between these tools and generative AI is stark and should be confused.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Develop a research design for your specific research project that incorporates an appropriate qualitative research methodology. Week 5 Graded No
35
 No
Assignment(Including Essay): Drawing on academic literature, you will describe and critically appraise a qualitative research methodology of your choosing, provide detail on the specific method and reflect on its applicability. Week 9 Graded No
65
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

- Group feedback on common issues arising from the written assignment will be provided during lectures. - Timely individualised feedback will be provided on submissions. - Students are welcome to meet with the module coordinator during office hours if more detailed feedback / further clarification is required.

As this is a dynamic and constantly evolving field, readings can become outdated quickly. More focussed readings will be suggested and/or uploaded to Brightspace as appropriate. You are expected to read widely in conjunction with this module.

• DeLyser, D., Ed., 2010, The SAGE handbook of qualitative geography, SAGE: London.
• Hay, I. and Cope, M., Eds, 2021, Qualitative Research Methods in Human Geography (5th Edn), Oxford University Press: Ontario.
• Wilson, H. F. and Darling, J., 2020. Research Ethics for Human Geography: A Handbook for Students, SAGE: London. Available at: https://doi.org/10.4135/9781529739947.

Name Role
Professor Kath Browne Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Thurs 15:00 - 16:50
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