GLOH5201: Semester 2, 2021

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Units GLOH5201 Semester 2 2021 [Normal day]

Unit outline_

GLOH5201: Global Qualitative Health Research

Semester 2, 2021 [Normal day] - Remote

Overview

This unit of study introduces you to qualitative research in a global health setting, providing you with core concepts and skills. It is designed for beginners and people who want an advanced-level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	GLOH5102
Corequisites ?	None
Prohibitions ?	PUBH5500 or QUAL5005 or QUAL5006 or PUBH5505
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Erin Hunter, erin.hunter@sydney.edu.au
Lecturer(s)	Sarah Bernays, sarah.bernays@sydney.edu.au
Lecturer(s)	Erin Hunter, erin.hunter@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment #3: Interviewing Conduct and transcribe interview, reflect on performance	35%	Week 07	Transcription of 20 minute interview
Outcomes assessed:
Assignment	Assessment #4: Evaluating quality Essay evaluating the quality of a published qualitative research paper	35%	Week 13	2000 words
Outcomes assessed:
Participation	Assessment #1: Participation Reflexive activities	5%	Weekly	One paragraph submitted weekly
Outcomes assessed:
Tutorial quiz	Assessment #2: Quizzes Online quizzes on readings and lecture content	25%	Weekly	1-4 questions each week
Outcomes assessed:

Assessment summary

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Indicates work of an exceptional standard
Distinction	75 - 84	Indicates work of a very high standard
Credit	65 - 74	Indicates work of a good standard
Pass	50 - 64	Indicates work of an acceptable standard
Fail	0 - 49	Indicates work that hasn’t met the learning outcomes of the unit to an acceptable standard

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Weekly	The unit's core content is delivered weekly via Canvas. Every week, students individually complete the week's assigned readings, watch pre-recorded lectures and videos, and participate through submitting a reflexive activity and a short quiz to assess comprehension of the week's content. This prepares the students to fully engage in the Friday LiveTalk together. [NB: The amount of time required to complete the week's content varies by student, but is typically 3-4 hours per week.]	Individual study (4 hr)
Weekly	After students have individually completed the week's core content on Canvas, we come together for a compulsory 'LiveTalk' every Friday. The LiveTalk provides an opportunity to critically examine the week's content together and practice qualitative research skills with peers in the unit. LiveTalks are facilitated by the Unit Coordinators. On-campus students attend face-to-face LiveTalks and remote students attend virtual LiveTalks via Zoom.	Tutorial (1.5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. describe the characteristics and value of qualitative research and argue for the value and usefulness of qualitative research
LO2. understand and apply the principles underlying qualitative study design
LO3. understand and apply qualitative data collection principles and evaluate your data collection skills
LO4. understand qualitative data analysis principles and analyse qualitative data at an introductory level
LO5. understand the principles shaping qualitative research practice and justify research practice decisions in relation to these principles
LO6. evaluate the quality and contribution to knowledge of published qualitative literature.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No major changes have been made since this unit was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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