ELE 3799 Qualitative Methods: Deeper Insight
ELE 3799 Qualitative Methods: Deeper Insight
This course focuses on the qualitative research process aimed at creating new insights, knowledge, and value in the business world.
The background and context for the course stem from criticism of business schools as conservative rather than challenging institutions in light of the demand for more sustainable and ethical business practices.
The course will enhance understanding of qualitative methods as a critique of and complement to quantitative methods. It challenges tomorrow's workers, key personnel, and leaders to think innovatively about the relationship between science, knowledge, and value creation in the economy. Therefore, the connection between society, research, and knowledge development will be emphasized. By the end of the course, students should be able to design their own qualitative project.
By the end of the course, students will:
- Understand the difference between qualitative and quantitative methods as a methodological basis for knowledge development.
- Have developed knowledge of the unique characteristics of qualitative methods and their place within business schools.
- Understand how qualitative methods are used to explore complex phenomena within organizations, groups, and individuals.
- Have developed knowledge about the various layers of the qualitative research process (e.g., scientific paradigms, research strategies, data collection methods, analysis techniques, and dissemination of empirical data).
- Develop an understanding of how qualitative methods complement the knowledge perspective of business schools and contribute to their relevance and legitimacy.
By the end of the course, students should be able to:
- Create a qualitative project outline (e.g., for a research, development, change, or leadership development project within an organization, or another similar project that can be addressed using qualitative methods in an organizational context).
- Develop a project outline based on the structure of a report template (ITMRoD), with particular emphasis on the methodology section.
- Formulate a research question that serves as a coherent theme throughout the project outline and that can be answered using qualitative methods.
After the course, students will have:
- The ability to critically reflect on how qualitative methods can be used to investigate complex organizational and human phenomena.
- The ability to critically reflect on the role business schools play in addressing the challenges and opportunities faced by organizations, such as sustainability, digitization, and globalization.
- Awareness of ethical research considerations and responsibilities in conducting qualitative projects.
- The ability to work independently or as part of a group to prepare a qualitative project outline.
- Familiarity with key ethical principles and laws (e.g., informed consent and confidentiality) and the role of the researcher in qualitative projects.
- Knowledge of the criticisms against business schools as a conservative force perpetuating economic models that have been criticized for lacking sustainability and ethics, particularly from an institutional theoretical perspective.
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Prologue: Business Schools as Institutions
- Change agents or conservative?
- An outdated knowledge base and a narrow view of knowledge?
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Part 1: Qualitative Methods and Business Education
- The difference between qualitative and quantitative methods
- The relevance of qualitative methods in business schools
- Applying qualitative knowledge: The concept of expertise
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Part 2: The Qualitative Research Process
- Scientific viewpoints: Paradigms and logic
- Qualitative research strategies
- Data collection, sampling, and preparation for data analysis
- Research ethics
- Analysis techniques
- Quality criteria for data collection and analysis
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Part 3: Thinking, Writing, Communicating
- Report structure
- Writing a qualitative project outline
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Epilogue: A Qualitative Perspective on Knowledge to Make Business Schools Relevant and Current
The course is conducted 100% online and will primarily consist of asynchronous learning activities. The various learning activities are designed to support students' understanding and application of the course content. The course is structured to provide students with a flexible learning experience.
Learning activities will be conducted at the student's own pace within the established deadlines. Active participation in all activities is recommended to maximize learning outcomes. The course combines individual learning with opportunities for collaboration and guidance, allowing students to develop skills and knowledge in an effective and motivational manner.
Higher Education Entrance Qualification
Disclaimer
Deviations in teaching and exams may occur if external conditions or unforeseen events call for this.
Introductory course in social science methods or equivalent.
| Assessments |
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Exam category: Submission Form of assessment: Submission PDF Exam/hand-in semester: First Semester Weight: 100 Grouping: Group/Individual (1 - 3) Duration: 1 Semester(s) Exam code: ELE 37991 Grading scale: ECTS Resit: Examination when next scheduled course |
| Activity | Duration | Comment |
|---|---|---|
Webinar | 10 Hour(s) | |
Seminar groups | 10 Hour(s) | |
Feedback activities and counselling | 15 Hour(s) | |
Student's own work with learning resources | 65 Hour(s) | |
Examination | 100 Hour(s) |
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 7,5 ECTS credit corresponds to a workload of at least 200 hours.
