MDD2QLA2: Introduction to Qualitative Techniques

Module code: MDD2QLA2

Module provider: Leadership, Organisations, Behaviour and Reputation; Henley Business School

Credits: 15

Level: NA

When you’ll be taught: Semester 1

Module convenor: Professor Jane McKenzie, email: jane.mckenzie@henley.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE MDD2IAR2 AND TAKE MDD2PDM1 AND TAKE MDD2RDM2 (Compulsory)

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE MDD2QTA2 AND TAKE MDD2RCI1 (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Mini placement

Academic year: 2025/6

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 8 September 2025

Overview

Module aims and purpose

Module aims and purpose

This module covers basic and advanced qualitative approaches to research within their related epistemological perspectives.  It examines the flexible application of frequently used methodological approaches for qualitative business and management research, considering how the main data collection methods and analytical techniques can be combined within them or used in isolation and how sampling choices affect the contribution from the research.  It emphasises the importance of transparent and well justified choices for research quality in different qualitative traditions, the role of reflexivity and the practical implications of the researcher’s role.  The module helps the researcher make informed choices regarding the suitability of particular approaches for their research.

The module is structured in two parts:

1. A basic element for all programme members which aims to:

• Situate various qualitative methodologies within their underlying epistemological assumptions 

• Discuss qualitative research practices associated with subjectivist approaches to data collection and analysis

• Examine the benefits and limitations of the primary methods and techniques for qualitative data collection and analysis for different types of research problem and question

• Emphasise the reflective and reflexive practices essential to qualitative methods 

• Appraise the implications of qualitative sampling techniques and units of analysis

• Practice some basic qualitative data collection and analysis

• Deepen critical judgement of the quality of previously published qualitative research

2. Advanced tutorials for people intending to use qualitative research as part of their thesis, which aims to:

• Identify common challenges that arise in qualitative research practice

• Discuss steps for refining a qualitative research project to satisfy criteria for making a rigorous and relevant contribution to knowledge and practice 

• Examine convincing structures for writing up results to a standard worthy of publication 

• Develop practical skills in using software for qualitative data analysis

The key objectives are to enable programme members to:

• Develop knowledge and understanding of qualitative methods even when the researcher is not going to apply qualitative methodologies in their DBA research

• Recognise how qualitative methods align with methodologies to answer specific types of research questions 

• Develop judgement about what prior qualitative research contributes to their own research  

• Gain some basic experience in collecting and analysing a small but meaningful sample of qualitative data 

• Recognise the value and challenges of reflection and reflexivity in the practice of qualitative data collection and analysis.

Module learning outcomes

By the end of the module it is expected that programme members will be able to demonstrate:

1. how a qualitative methodology could address a research question by justifying suitable methods for sampling and data collection in the light of its philosophical underpinnings, showing critical reflection on the effects from epistemological assumptions on qualitative methodologies
2. the use of an appropriate analytical technique to a sample of qualitative data to demonstrate how patterns in raw data can be synthesised at conceptual level to produce rigorous findings, acknowledging any limitations in the process, and where relevant, demonstrate competence in the use of appropriate software for qualitative data analysis
3. an appropriate degree of reflectivity and reflexivity about all the methodological choices and explain how this gives credence to the trustworthiness of results
4. and report findings in a clear, concise and organised manner.

Module content

The module teaching is structured around one 6-day workshop: Four days covering methods for data collection and analysis in broad terms and the two final days are designed to dig deeper into the challenges and nuances of applying the methods to the student's own project.

Key topics include:

• Skills of the qualitative researcher

• Selection of suitable qualitative methodologies, methods and techniques to suit different types of research questions 

• Selection of suitable samples, unit of analysis and confirmatory techniques

• Identification of the practical challenges of data collection methods

• Assessment of fit between data collection methods like interview, focus group, observation and secondary and methodological approaches like grounded theory, ethnography, narrative and case study methodologies 

• Identification of the purpose and practice of different analysis techniques like thematic analysis, template analysis, framework analysis, discourse and narrative analysis and others

• Reflection on the implications for quality of different choices in the various qualitative research traditions

• Know and apply the necessary skills related to reflexivity and judge how the quality of qualitative research can be enhanced with triangulation

• Introduction to appropriate qualitative analysis software.

The context of the research may be global in nature, therefore, cultural issues will be highlighted to be taken into account when collecting, analysing and interpreting data.

Teaching will involve a combination of lectures, group seminars, practical experiential learning and individual activities in the form of guided self-study. Pre-workshop briefings will give guidance as to the preparatory readings and exercises required to get the best from the teaching. 

Structure

Teaching and learning methods

Teaching will involve a combination of lectures, group seminars, practical experiential learning and individual activities in the form of guided self-study. Pre-workshop briefings will give guidance as to the preparatory readings and exercises required to get the best from the teaching. 

The contact hours are shown by semester in the table below for illustrative purposes only. The actual timing will vary depending on your cohort start date.

Study hours

At least 32 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The following penalties for work submitted late will normally apply:  

Assessments with numerical marks 

• where the piece of work is submitted up to 30 calendar days after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than 30 calendar days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.  

Assessments marked Pass/Fail  

• where the piece of work is submitted within 30 calendar days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;  
• where the piece of work is submitted more than 30 calendar days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.  

Groupwork  

Where the work submitted late is a piece of groupwork submitted on behalf of the whole group, the penalty will apply to all members of the group. Individual contributions to groupwork submitted separately by each member will be subject to a late penalty only for the individual contributions that are late 

The University policy statement on penalties for late submission for Postgraduate Flexible programmes can be found at:  

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf?la=en&hash=8A89870FCA07250F482BFA8CD308588F

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work. 

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark. 

Reassessment

Additional costs