Master Award in
Qualitative Research Methodology

Learn, Earn, Certify, and Transfer with Master Award Certified

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DISTINCTION
LEARN

Learn and quickly master the latest skills and knowledge

Earn

Can start working immediately or enhance career opportunities

CERTIFY

Obtain a Master's certified with credits in Psychology from SIMI Swiss

Transfer

Transfer credits and tuition fees to the full Master's program

Learning Outcome
Learning outcomes
  1. Understand the qualitative paradigm of psychology and qualitative research.
  2. Understand the features, purposes, and application of various qualitative research methods.
  3. Understand the concept of qualitative studies in relation to other studies.
Introduction

The objective of this module is to familiarise learners with the qualitative paradigm in psychology, various qualitative research methods, and to instill an understanding of the purposes and applications of qualitative methods in research.

Topics
  1. Understand the qualitative paradigm of psychology and qualitative research
  2. Understand the features, purposes and application of various qualitative research methods.
  3. Understand the concept of qualitative studies in relation to other studies.
Indicative Reading
  • Acker, J. (1990). Hierarchies, jobs, bodies: A theory of gendered organisations. Gender & Society, 4(2), 139-158.
  • Bowleg, L. (2012). The problem with the phrase women and minorities: Intersectionality—an important theoretical framework for public health. American Journal of Public Health, 102(7), 1267-1273.
  • Brown, L. D., & Stevenson, J. S. (2017). Community health perceptions and readiness for change after a community health assessment in New Haven, Connecticut Health Promotion Practice, 18(6), 833–841.
  • Burr, V. (1995). An introduction to social constructionism. London: Routledge.
  • Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
  • Cameron, D. (2006). Theorising gender.’ In K. Brown (Ed.), Encyclopedia of Language and Linguistics’ (2nd ed., Vol. 12, pp. 3-9). Elsevier.
  • Charmas, K. (2006). Constructing grounded theory, Sage Publications
  • Charmas, K. (2014) Constructing grounded theory, Sage Publications
  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: experience and story in qualitative research Jossey-Bass.
  • Connell, R. W. (2012). Gender, health and theory: Conceptualising the issue, in local and world perspective. Social Science & Medicine, 74(11), 1675-1683.
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
  • Creswell, J. W. (2013) Qualitative inquiry and research design: choosing among five approaches Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2017) Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
  • Declercq, E., Sakala, C., Corry, M. P., Applebaum, S., & Herrlich, A. (2014). Listening to Mothers III: Pregnancy and Birth. Childbirth Connection.
  • Densin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research. Sage Publications.
  • Densin, N. K., & Lincoln, Y. S. (2018). The Sage Handbook of Qualitative Research. Sage Publications.
  • Finlay, L. (2002). "Outing" the researcher: The provenance, process, and practice of reflexivity. Qualitative Health Research, 12(4), 531-545.
  • Foucault, M. (1972). The Archaeology of Knowledge. Pantheon Books.
  • Gadamer, H. G. (1989). Truth and method. Crossroad.
  • Geerts, C. (1973). The interpretation of cultures: Selected essays. Basic Books.
  • Gergen, K. J. (2015). Social constructionism: A brief and selective history. In J. Valsiner (Ed.), The Oxford Handbook of Culture and Psychology (pp. 32-49). Oxford University Press.
  • Ginsburg, F., & Rapp, R. (1995). The politics of reproduction. Annual Review of Anthropology, 24, 311-343.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Publishing.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine Publishing Company.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Densin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Sage Publications.
  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. Routledge.
  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in Practice. Routledge.
  • Harding, S. (1991). Whose Science? Whose Knowledge?: Thinking from Women's Lives. Cornell University Press.
  • Heron, J., & Reason, P. (1997). A participatory inquiry paradigm. Qualitative Inquiry, 3(3), 274-294.
  • Husserl, E. (1980). Ideas: General introduction to pure phenomenology. Routledge.
  • Jones, R. H. (2015). Discourse analysis and narrative.’ In D. Tannen, H. E. Hamilton, & D. Schiffrin (Eds.), The handbook of discourse analysis’ (2nd ed., pp. 201-228). John Wiley & Sons.
  • Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.
  • Lincoln, Y. S., & Guba, E. G. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Densin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 163-188). Sage Publications.
  • Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37(3), 413-431.
  • McAdams, D. P. (2008). The life story interview. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context & method (pp. 331-346). Sage Publications.
  • McAdams, D. P., & Bowman, P. J. (2001). Narrating life’s turning points: Redemption and contamination. In D. P. McAdams, R. Josselson, & A. Lieblich (Eds.), Turns in the road: Narrative studies of lives in transition (pp. 3-34). American Psychological Association.
  • McLean, C., & Thorne, S. (2003). Re-conceptualising generality in the validation of qualitative methods. Qualitative Health Research, 13(7), 959-973.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 13-22.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
  • Ramasanoglu, C., & Holland, J. (2002). Feminist Methodology: Challenges and Choices. Sage Publications.
  • Reason, P., & Bradbury, H. (2001). Handbook of action research: Participative inquiry and practice. Sage Publications.
  • Ricoeur, P. (1976). Interpretation theory: Discourse and the surplus of meaning. Texas Christian University Press.
  • Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.
  • Robinson, M. D., & Clore, G. L. (2002). Belief and feeling: Evidence for an accessibility model of emotional self-report. Psychological Bulletin, 128(6), 934-960.
  • Smith, J. A., Osborn, M., & Pain, H. (2018). Interpretative phenomenological analysis: Theory, method and research. Sage.
  • Smith, L. T. (2010). `Decolonising methodologies: Research and indigenous peoples.’ Zed Books.
  • Stanley, L., & Wise, S. (1993). Breaking Out Again: Feminist Ontology and Epistemology. Routledge.
  • van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Left Coast Press.
Entry requirements
ENTRY REQUIREMENTS:

To enroll this program, learners must possess one of the criteria below:

  • A Bachelor’s qualification in Majors from accredited universities;
  • Or a Level 6 EQF diploma or equivalent. Level 6 Diploma must be from organizations that are authorized to issue qualifications and have been accredited.
ENGLISH REQUIREMENTS:

If a learner is not from a predominantly English-speaking country, proof of English language proficiency must be provided.

  • Common European Framework of Reference (CEFR) level B2 or equivalent;
  • Or A minimum TOEFL score of 101 or IELTS 6.5; Reading and Writing must be at 6.5 or equivalent.

Please note: SIMI Swiss, PsySchool Switzerland reserve the right to make admissions decisions based on the requirements of recognized agencies and the global quotas of the program.

Master Award Certifed

Aligned with the program's professional competency framework, students not only follow the official curriculum but also gain access to applied lectures designed to enhance their skills. These lectures enable students to build expertise, leading to a specialist certification upon successfully completing a 30-minute assessment.

After completing the Qualitative Research Methodology course, students can take a test on SIMI Swiss's exclusive platform to obtain the Level 7 Certified in Qualitative Research Methodology psychology in digital format. An optional hard copy certificate is also available upon request.

LEVEL 7 CERTIFIED IN QUALITATIVE RESEARCH METHODOLOGY WILL HELP YOU DEMONSTRATE THE FOLLOWING COMPETENCIES:

Competency 1: Understanding the Qualitative Paradigm of Psychology and Qualitative Research

  • Evaluate the conceptual foundations, key issues, and nature of different paradigms and approaches to qualitative research.
  • Design a qualitative research project, addressing the issues related to reflexivity, subjectivity, and reflectivity.

Competency 2: Understanding the Features, Purposes, and Applications of Various Qualitative Research Methods

  • Assess different types of qualitative research methods, including research interviews, focus group discussions, and ethnography.
  • Evaluate grounded theory, life story research, and cooperative inquiry approaches.
  • Identify and select the most appropriate qualitative research method for a given study.

Competency 3: Understanding Qualitative Studies in Relation to Other Research Approaches

  • Establish and justify the connections between qualitative research and feminist research.
  • Apply discourse analysis and narrative analysis techniques to draw well-supported conclusions.
Transfer Credits & Tuition fees

Students can transfer credits and tuition fees when enrolling in the Master of Psychology program at SIMI Swiss.

Notice & Disclaimers

The Swiss Information and Management Institute (SIMI Swiss), Swiss PsySchool along with our Partner Universities, Academic Partners, Local Supporting Partners, and Qualification Awarding Bodies (collectively referred to as the 'Parties' or 'We'), hereby state and affirm that:

  • The Parties expressly disclaim any guarantee of acceptance of a degree by a third party. The acceptance or rejection of a degree is contingent upon the discretion of the receiving entity.
  • The Parties explicitly disavow any guarantee pertaining to salary increments, promotions, new employment opportunities, or employment acceptance subsequent to graduation.
  • Although there exist regulations concerning cross-recognition and equivalence of qualifications, it is important to note that each country, organization, and entity retains the right to acknowledge and recognize its own degrees. The Parties do not assure automatic recognition of degrees during the diploma and certificate usage process, including the issuing of transcripts, by any of our members. Furthermore, the Parties do not assure or endorse the process of recognizing equivalent qualifications (if applicable).
  • The Parties do not assure or commit to facilitating opportunities for immigration, employment abroad, acquisition of work permits, teaching permits, or professional licenses in the UK, Europe, or any other country.
  • While the Parties extend maximum support, they do not guarantee 100% approval of student visas (in the case of full-time study) or Schengen visas (for attendance at the graduation ceremony in Europe) if learners do not meet the requirements of the host country and the competent authority responsible for immigration, relocation, and settlement in other countries.
Academic Support from local Partners

LOCAL PARTNERS ARE PRESENT ONLY IN CERTAIN COUNTRIES AUTHORIZED BY SIMI

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1. English support for non-native speakers

All PsySchool programs of SIMI are delivered in English, and SIMI recognizes that language is not the key determinant of success in an educational program—it’s simply a medium for instructors to share knowledge.

To help students confidently navigate any challenges with English, particularly the specialized language of Psychology courses, the local academic support team provides assistance through various activities.

Key lectures from SIMI instructors are translated into the local language with the help of local partners. Additionally, each course features a learning assistant who supports students throughout the program, serving as a bridge between students and instructors to ensure seamless communication and to break down language barriers.

2. Support for APA/Harvard formatting and writing style

At PsySchool and in all SIMI programs, students are required to write their assignments following international standards such as APA or Harvard. For some students, this can be a significant initial challenge.

Understanding this, SIMI Swiss has developed detailed guidelines, and with the support of local partners, students receive in-depth guidance and formatting assistance before submitting their assignments to SIMI Swiss.

Check it out [HERE].

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