School of Education, Communication & Society

Research Methods for the

Dissertation
(Joint teaching between
7SSEM060 Research
Methods and 7SSEM066
Research Methods &
dissertation)

Module Guide 2023/24

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GENERAL INFORMATION

Module Organizers:
Chris Winch
Room: 3/9
Tel: 0207 848 3438
Email: [email protected]

Anwar Tlili
Room: 3/16
Tel: 0207 848 3163
Email: [email protected]

Programme management team:

Room: 1/1
Tel: 020 7848 5898
Email: [email protected]

Tutors:
Tania de St Croix
Jenny Driscoll
Carla Finesilver
Jill Hohenstein
John Owens
Anwar Tlili

Aims
The overall aim of the module is to provide students with foundation-level reflexive
and critical competency in social research methods. The key specific aims are to:

 provide participants with a theoretical and critical understanding of the qualitative

and quantitative research paradigms;
 equip students with methodological skills and analytic techniques with which to
formulate researchable questions and develop a valid and reliable approach to
both quantitative and qualitative research design, data collection, data analysis and
data representation;
 facilitate students’ developing the ability to reflect on and justify their
methodological choices, design and conduct an empirical or literature-based
research project, write up in an appropriate way.
 equip students with the critical skills to evaluate and reflexively use published
research.

Summative Assignment (Maximum 6000 words in total)

The assessed work consists of two separate parts: a) Quantitative methods:
Questionnaire design (equivalent to 1000 words) + 2000 words essay on the
questionnaire (together constituting 50% of the mark); b) 3000-word essay (analysis
of qualitative data; 50% of the mark). Please note: each part is self-contained and the

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two parts are completely unrelated. On the script to be submitted each part must be
clearly indicated and easily identifiable.

Submission Deadlines for this assignment:

Part 1 (questionnaire design): 5:00pm Thursday 23rd November 2022
Part 2 (qualitative analysis): 5:00pm Thursday 8th February 2023

Contents Timetable 2022-2023

 WEEK 1
- Monday 25th September, 18:00-19:00, Room: B Lecture Theatre
Getting Started: Planning a research project
Anwar Tlili
This session aims to provide students with an overview of what is expected of them in
terms of the research project for their dissertation work. It will discuss different types
of dissertation, outline the main components of the dissertation and provide some
helpful suggestions on how to proceed with identifying a research area, selecting and
delimiting a feasible research topic, and progressing through the different stages of
the research. This session will also explain and discuss the criteria that will be used to
assess the dissertation.

Core Readings:
Bell, J. & Waters, S. (2014) (6th edition) Doing your research project: a guide to first
time researchers in education and social science. Buckingham: Open
University Press. (An excellent, concise – yet comprehensive – introduction to
doing research).

Biggam, J. (2015) Succeeding with your Master’s dissertation: a step by step

handbook. Buckingham: Open University Press.

Selected Readings:

Cohen, L., Manion, L. & Morrison, K. (2017) (8th edition) Research Methods in
Education. London: Taylor and Francis. (Like Bell, this one has stood the test
of time – an excellent overview).
Greig, A. D., Taylor, J. & MacKay, T. (2013) (3rd edition) Doing Research with
children. London: Sage Publications.

 WEEK 2
- Monday 2nd October, 18:00-19:00, Room: B Lecture Theatre

Formulating a methodological strategy

Jenny Driscoll

This session will help students consider the methodological decisions they will need
to make in developing their research and consider how this is related to the core aims

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and questions of their projects. Questions about research design will be addressed,
alongside issues of access to participants, sampling, and data collection and analysis.

Core Reading:
Walliman, N. (2006). Social Research Methods. London: SAGE Publications, chapter
3.
Selected Readings:
Bhattacherjee, A. (2012). Social Science Research: Principles, Methods, and
Practices. Global Text Project. Web. Chapters 3 and 5.
Ruane, J. (2016). Introducing Social Research Methods : Essentials for Getting the
Edge. Chichester: John Wiley and Sons. Chapter 4.
Walliman, N. (2006). Social Research Methods. London: SAGE Publications,
chapters 2-8.

 WEEK 3
- Monday 9th October, 18:00-19:00, Room: B Lecture Theatre

Quantitative research: basic methods

Jill Hohenstein
This session will provide an introduction to quantitative methods, exploring how they
compare with qualitative research and the types of questions they are best suited to
answer. The session will also discuss data presentation and finish with a (brief)
overview of descriptive statistics and some basic statistical tests.

Core Reading:

Field, A. (2009) Discovering statistics using SPSS, [3rd ed.] London: SAGE. (NB this
book has its own companion website at:
http://www.uk.sagepub.com/field3e/student.htm)

Selected Readings:
Clegg, F. (1990). Simple statistics: A course book for the social sciences. Cambridge:
Cambridge University Press.
Foster, L., Diamond, I. & Jeffries, J. (2014). Beginning statistics (2nd Ed.). London:
Sage Publications.
Tolmie, A., Muijs, D., & McAteer, E. (2011). Quantitative methods in educational
and social research. Maidenhead, Berkshire: Open University Press.
Abelson, R. (1995). Statistics as principled argument. Hove: Lawrence Erlbaum.

 WEEK 4
Monday 16th October, 18:00-19:00, Room: B Lecture Theatre
Questionnaire Design
Jenny Driscoll

In this session we will be discussing the advantages and disadvantages of

questionnaire data, and the principles and practical challenges of designing a survey
study, including approaches to sampling and question writing.

Core Reading:

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Bryman, A. (2016) Social Research Methods (Chapter 10 ‘Self-administered
Questionnaires’ pp. 220-242). Oxford: Oxford University Press.

Selected Readings:
Buckingham, A. & Saunders, P. (2004) The Survey Methods Workbook: from design
to analysis Cambridge: Polity.
Cohen, L., Manion, L. & Morrison, K. (2017) (8th edition) Research Methods in
Education. London: Taylor and Francis.
De Vaus, D.A. (2002, 5th ed) Surveys in Social Research Routledge
Fink, A. (2006, 3rd ed) How to Conduct Surveys Sage
Foddy, W. (1994) Constructing Questions for Interviews and Questionnaires
Cambridge: Cambridge University Press
Gorard, S. (2001) Quantitative Methods in Educational Research London: Continuum
Moser, C. and Kalton, G. (2001) Survey Methods in Social Investigation Aldershot:
Ashgate
Oppenheim, A.N. (2000) Questionnaire Design London: Continuum.

 WEEK 5
- 23rd, 26th and 2tth October:
23rd October 10.00-12.00 Room 60 SCR
23rd October 13:00-15:00 Room 60 SCR
23rd October 17.30-19.30 Room 60 SCR
26th October 17:30–19:30 Room 60 SCR
27th October 10.00-12.00 Room 60 SCR
Introduction to SPSS
Jill Hohenstein
This session will provide an introduction to and basic working knowledge of some of
the key concepts and basic techniques involved in analysing and presenting
quantitative data using SPSS.

Core Reading:
Field, A. (2009) Discovering statistics using SPSS, [3rd ed.] London: SAGE. (NB this
book has its own companion
website.at:http://www.uk.sagepub.com/field3e/student.htm)

Selected Readings:
Pallant, J. (2009) SPSS Survival Guide, 4th Edition, McGraw Hill.
Salkind, N. J. (2013) Statistics for people who (think they) hate statistics, 5th Edition.
London: Sage
Rowntree, D. (1981) Statistics without tears: A primer for non-mathematicians.
London: Penguin.

Please note that these readings do not need to be read in full, but given the nature of
their contents should be treated as references and manuals to be used for
reference/independent study when you are in the process of a quantitative study.

Reading Week 30th Oct– 3rd Nov 2023

 WEEK 6
- Monday 6th Nov, 18:00-19:00, Room: B Lecture Theatre

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 Constructing a research proposal
Anwar Tlili
In this session we will discuss how to approach the construction of a proposal for
MA/MSc dissertation research. We will identify and explore the potential ‘headings’
within a research proposal and consider how each might be addressed in order to
come up with a feasible and convincing proposal that can provide guidance for your
design and conduct of the research project.

Core Reading:
Denscombe, M. (2012) Research Proposals: A Practical Guide. Maidenhead: open
University Press.

Selected Readings:
Bui, Y.N. (2009). How to Write a Master’s Thesis. London: SAGE (Chapter Two
only).
Ogden, T. E. & Goldberg, I. A. (2002) Research Proposals: A guide to success. San
Diego: Academic Press.
Punch, K. (2000) Developing Effective Research Proposals Essential Resources for
Social Research. London: Sage Publications.
Walliman, N. (2011). Your Research Project (Third Edition). London: SAGE
(Chapter 7 only).

 WEEK 7
Monday 13th November, 18:00-19:00, Room: B Lecture Theatre

Writing a Literature Review

Jenny Driscoll
This workshop will consider what is involved in drawing on - and engaging with -
existing literature to develop the argument of your dissertation. The workshop is
designed both for students who are undertaking a review of the literature as one
component in an empirical study and for students whose dissertation is entirely
literature/theory based.

Core Reading:
Bryman, A. (2016) Social Research Methods (Chapter 5 ‘Getting Started: Reviewing
the Literature’ pp. 90-119). Oxford: Oxford University Press.

Selected readings:
Becker, H. S. (1986) Writing for Social Scientists: How to start and finish your thesis,
book or article, Chicago IL: University of Chicago Press.
Bonnett, A. (2001) How to Argue, London: Prentice Hall.
Brown, A. and Dowling, P. (1998) Doing research/reading research: a mode of
interrogation for education, London: Falmer.
Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Imagination,
London: Sage Publications.
Woods, P. (2006) (2nd edition) Successful Writing for Qualitative Researchers,
London: Routledge.

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  WEEK 8
Monday 20th November, 18:00-19:00, Room: B Lecture Theatre
The ethics of social science research
John Owens
In this session, we will explore some questions related to the ethics of research in the
social sciences and consider why they are important for your research projects. We
will examine what ethical questions are and the reasons why empirical research at
universities is subject to ethics governance procedures, before considering how to
prepare an application for ethical approval and how to conduct your own research
with integrity.

Core Reading:
 Warin, J. (2011). “Ethical Mindfulness and Reflexivity: Managing a Research
Relationship With Children and Young People in a 14-Year Qualitative
Longitudinal Research (QLR) Study.” Qualitative Inquiry. 17(9): 805–
814 https://journals.sagepub.com/doi/10.1177/1077800411423196
 Please also familiarise yourself with this webpage on research ethics processes
at KCL: https://internal.kcl.ac.uk/innovation/research/ethics/applications/index

Selected readings:
Alderson, P. & Morrow, V. (2011) The Ethics of Research with Children & Young
People: A Practical Handbook SAGE
https://ebookcentral.proquest.com/lib/kcl/detail.action?docID=689461.
Burgess, R. (1989) The Ethics of Educational Research, East Sussex: Falmer Press.
Oliver, P (2003). The Student’s Guide to Research Ethics. Maidenhead: Open
University Press (Chapter One only).
Punch, M. (1986) The Politics and Ethics of Fieldwork, California: Sage Publications.
Tolich, M. (2014). What can Milgram and Zimbardo teach ethics committees and
qualitative researchers about minimizing harm? Research Ethics, 10(2) 86–
96.

Key web page:

KCL research ethics information:
https://internal.kcl.ac.uk/innovation/research/ethics/applications/index.aspx

 WEEK 10
- Monday 27th November, 18:00-19:00, Room: B Lecture Theatre
Interviews and focus groups
Tania de St Croix
Interviews are one of the most common methods used in education research,
especially at MA level. It is realistic to undertake a small qualitative interview study
over the year. The lecture will discuss what you need to think about when planning,
carrying out and recording interviews, combining the theory of why we use
interviews with practical tips. In groups you will have the chance to put interviewing
skills into practice.

Core reading:

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Cohen, L., Manion, L. and Morrison K. (2011). Research Methods in Education – 7th
edition. Chapter 21: Interviews p. 409-443. Routledge

This is available online from the library.

Additional optional reading:

Please see the dissertation guidelines in the MA handbook for plenty of reading
suggestions on interviewing and focus groups.

Some of you may be interested in this useful guide on transcribing from Burke et al
(Realities toolkit #08, transcribing your own qualitative data):

http://eprints.ncrm.ac.uk/973/2/08-toolkit-transcribing-your-qual-data.pdf

Other guides in this series include phone interviews, email interviews and even self-
interviews. See the list here:

http://www.socialsciences.manchester.ac.uk/morgancentre/methods-and-resources/
toolkits/

A really good article on focus group research:

http://onlinelibrary.wiley.com/doi/10.1080/0141192970230207/abstract

Finally, an interesting article by Kathryn Daley that argues for ensuring that young
people are not excluded from research simply for risk-minimisation reasons:

http://jos.sagepub.com/content/51/2/

 WEEK 11
Monday 4th December, 18:00-19:00, Room: B Lecture Theatre

Observation, ethnography and the reflexive researcher

Carla Finesilver
In this session we will discuss ethnography and observational methods. There will
also be a focus on reflexivity - a key skill for all researchers. The group task will
involve you in carrying out some observations of your own and discussing this
experience with your group members.

Core reading:

Tjora, A. 2006. ‘Writing small discoveries: an exploration of fresh observers’

observations’. Qualitative Research. 6 (4): 429-451. This is available online here -
https://journals.sagepub.com/doi/abs/10.1177/1468794106068012. Go to full text,
institutional access, shibboleth, and enter your kxxxxxx number and then your usual
KCL password.

Recommended readings:

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I particularly recommend Hammersley, M. & Atkinson, P. (2007) (3rd edition)
Ethnography: Principles in Practice. London: Routledge for anyone undertaking
ethnographic research.

Coffey, Amanda (1999) The ethnographic self: Fieldwork and the representation of
identity. London: Sage

Pink, S. (2012) Doing Sensory Ethnography. London: Sage.

It is also useful to look at actual examples of ethnographies. See slides for further
suggestions on reading.

Christmas & New Year Vacation

 WEEK 11
- Monday 22nd January, 18:00-19:00, Room: B Lecture Theatre

Analyzing Qualitative Data

Carla Finesilver

This session is designed for students new to qualitative data analysis. It will introduce
students to some of the main principles and theoretical issues governing data
interpretation and inference in qualitative research, and also include some practical
advice for managing qualitative data sets and starting analysis.

Core reading:
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education.
Taylor & Francis Group. Chapter 32 ‘Approaches to qualitative data analysis’ (pp.
643-656). Available from http://ebookcentral.proquest.com/lib/kcl/detail.action?
docID=5103697

Supplementary readings:
Bernard, H. R., Wutich, A., & Ryan, G. W. (2016). Analyzing Qualitative Data:
Systematic Approaches. SAGE Publications.
Charmaz, K., & Belgrave, L. L. (2015). Grounded Theory. In The Blackwell
Encyclopedia of Sociology. American Cancer Society.
https://doi.org/10.1002/9781405165518.wbeosg070.pub2
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education.
Taylor & Francis Group. Chapters 33-37 (each on a different aspect of qualitative data
and analysis). Available from http://ebookcentral.proquest.com/lib/kcl/detail.action?
docID=5103697
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2016). Verification
Strategies for Establishing Reliability and Validity in Qualitative Research:
International Journal of Qualitative Methods.
https://doi.org/10.1177/160940690200100202
Silverman, D. (2019). Interpreting Qualitative Data. SAGE.
Wertz, F. J. (2011). Five ways of doing qualitative analysis: Phenomenological
psychology, grounded theory, discourse analysis, narrative research, and intuitive
inquiry. Guilford Press.

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 WEEK 12
Monday 29th January, 18:00-19:00, Room: B Lecture Theatre
Analayzing texts/documents
Anwar Tlili
Many dissertation studies involve the critical analysis of texts – e.g. policy
documents, media reporting, literary texts, films and curriculum materials. In this
workshop we will consider some ways of approaching the task of critically analysing
texts using examples of research based on these methods. This critical discourse
analysis will be informed by the cross-disciplinary theoretical debate around the
concept of discourse and a discussion of its implications for how to approach and
interrogate textual data in light of a specific set of research aims or questions.

Core Reading:

Gee, J. P. (2011) An Introduction to Discourse Analysis: Theory and practice.

London: Routledge.

Selected Readings:
Atkinson, P. and A. Coffey (2004) ‘Analysing documentary realities.’ pp. 56-75 in
Qualitative Research; theory, method and practice, D. Silverman (ed.), London,
Thousand Oaks and New Delhi: Sage.
Christie, F. (2005). Classroom Discourse Analysis. London: Bloomsbury Publishing
PLC.
Fairclough, N. (2003) Analysing Discourse: Textual analysis for social research,
London and New York: Routledge.
Foucault, M. (1990) The History of Sexuality: An Introduction, Translated by R.
Hurley, London: Penguin Books.
Gee, J. P. (2010) How to do Discourse Analysis: A Toolkit. London: Routledge.
Jones, R. H, Chik, A. & Hafner, C. A. (2015) Discourse and Digital Practices: Doing
Discourse Analysis in the Digital Age. London: Routledge.
Jorgensen, M. W. & L. J. Phillips (2002) Discourse Analysis as Theory and Method.
London: Sage.
Machin, D. & Mayr, A. (2012) How to Do Critical Discourse Analysis: A multimodal
introduction. London: SAGE Publications.
Paltridge, B. (2006) Discourse Analysis, London: Continuum.
Rapley, T. & Flick, U. (2008) Doing Conversation, Discourse and Document
Analysis. London: SAGE Publications.
Rogers, R. (ed.) (2nd edition) (2011) An Introduction to Critical Discourse Analysis in
Education. London: Routledge.
Wetherell, M., Taylor, S & Yates, S. (eds) (2001) Discourse as Data: a guide for
analysis, London: SAGE.
Wodak, R. (2009) Methods for Critical Discourse Analysis (Introducing Qualitative
Methods series). London: Sage.

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