Course Outline Qualitative Methods W 2025
Vanier College
Faculty of Arts, Business and Social Sciences
QUALITATIVE METHODS
300-210-VA/ Ponderation 2-2-2
Prerequisites: OME1
Section(s) 2212
WINTER, 2025
| Instructor | Dr. Samie Li Shang Ly |
| Office | N-225 |
| Phone/E-mail | lys@vaniercollege.qc.ca |
| Office Hours | By appointment, please feel free to Mio me |
Assigned Times to the Course:
| Day | Time | Location |
| Wednesday | 8:00 AM - 10:00 AM | N - 271 |
| Friday | 10:00 AM - 12:00 AM | N - 222 |
1. Course Description
Students will learn about the qualitative research process, and use instruments applied by social scientists to analyze and research an appropriate topic to social sciences. After conducting their own empirical research, they will present it in written form.
1.1 Course Level Learning Outcomes
Students who pass this course will have fulfilled competency 0ME2 of the Social Science Program, to "carry out scientific research by applying a qualitative method used in the social sciences.”
1.2 Durable Skills In this Course
1.2.1 Manage tasks and deadlines
1.2.2 Build positive relationships
1.3. Program Relevance
2. Teaching Methodology and Resources
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2.1 Compulsory Resources (Includes textbooks & softwares)
Reference Textbook
Title: A Collection of Resources for Teachers of the Qualitative Research Methods Course
Go to Book : https://hub.innovatank.com/index.php/s/WDn3aM93AgCqoXS
Learning Software
Our submissions and regular activities will be held on Innovatank. An approved software by the institution, free of charge to students at Vanier College by the creators Samie Ly and Stavros Athanasoulias. The platform will be used for Assessments and LIA presentation submissions as well as feedback and evaluation through out the semester. On the first day of class, the instructor will walk you through the steps of setting up for your semester and a document will be posted for incoming students.
2.2 Recommended Resources (Includes textbooks & softwares)
2.3 Teaching Approach
The modality of this course will be based on in-class theoretical lectures complemented with practical learning sessions and work sessions. Teaching strategies include group work, individual work and experiential activities aligned with the learning objectives of this course.
3. Learning Competencies & Objectives
3.1 Key Learning Outlcomes (KLO)
- Explain the characteristics of the scientific approach used in the social sciences.
- Accurate distinction between scientific and non-scientific knowledge.
- Appropriate description of the distinctive features of social science research.
- Accurate distinction between the steps in the scientific approach used in the social sciences.
- Develop a theoretical context.
- Clear definition of the research problem.
- Selection of relevant information sources.
- Appropriate written formulation of the statement of the question.
- Appropriate formulation of the hypothesis or the objective of the research.
- Use a qualitative data collection method.
- Accurate distinction between different qualitative data collection methods used in the social sciences.
- Production of a data collection tool adapted to the problem defined and consistent with the method selected.
- Careful data collection planning.
- Systematic collection of data.
- Analyze the data gathered.
- Creation of a relevant data classification system.
- Appropriate processing of data.
- Summarized presentation of the data as it relates to the hypothesis or the research objective.
- Interpret and convey the research results.
- Relevant interpretation of the results as they relate to the theoretical context.
- Appropriate identification of the limitations and biases that influence the value and interpretation of the results.
- Production of a scientific research paper that outlines the methodology used and the results obtained.
4. Academic Integrity
4.1 Plagiarism
Teachers reserve the right to make use of plagiarism detection software to help deter and detect plagiarism, students might be required to submit assignments to a plagiarism detection service. See section 5.3 Artificial Intelligence Usage.
5. Institutional Policies & Guidelines
5.1 Familiarity with and adherence to Vanier College course level policies
It is the student’s responsibility to be familiar with and adhere to the Vanier College Academic Policies. The complete policies can be found on the Vanier College website, under Policies. Students should pay particular attention to the Institutional Policy on the Evaluation of Student Achievement (IPESA). The IPESA aims to clarify the structures and means that ensure the fair and equitable evaluation of student achievement, including the conditions for learning, assessment, and certification.
Section 11.4 of IPESA provides details on Academic Integrity, which is an essential component of any educational institution and all students are expected to uphold the highest standards of academic integrity during their college studies. Failure to do so may result in serious consequences – please see section 11.4.2 on Academic Misconduct. There are many resources available to support academic integrity in your courses. If you have a problem that you have been unable to resolve by talking with your teacher, please reach out to the Student Advocate or to a Faculty Dean’s office (A-286, B-208, N-301). For Continuing Education courses, students can visit E-115.
Academic Complaints may be defined as grievances related to any matter covered in the IPESA (chapter 19). It is the College’s responsibility to offer a fair and equitable hearing of student complaints. To do so, the College provides students who perceive that there have been mistakes, errors, or breaches of procedure involving any aspect of this policy with clear complaint and recourse processes. Complaint and recourse processes may be informal or formal. Students are always encouraged to approach their teacher before seeking help from any outside person or body, but other courses of action may be followed depending on the situation. In the case of Academic Complaints, after having discussed with your teacher, if you are still dissatisfied, you may contact the following, in the specified order:
- Department Coordinator: Marc-André René, renem@vaniercollege.qc.ca (for Business Administration courses)
- Faculty Dean: Alena Perout, perouta@vaniercollege.qc.ca
- Student Advocate, Student Services: General Email to Student Services, studentservices@vaniercollege.qc.ca
5.2 R-Score Information
Students often ask their teachers about the calculation of their R-score. Please note that the computation of the R-score depends on information teachers do not have access to, for instance the high school averages of students in the class. Also, R-scores may be calculated for a single section or can combine students across several sections of the same course. This means that class averages, as they appear on LEA, are not necessarily the ones used to determine your R-score. For more information on the R-score, please visit this website: https://www.vaniercollege.qc.ca/advising/r-score/
5.3 Artificial Intelligence Usage
Students must submit their own authentic work in order to demonstrate their own learning. Any document generated by AI, regardless of the AI program or software used, is not deemed your own authentic work.
In some instances, students may be permitted or required to use AI, however, students must respect the rules established by a given teacher in their courses.
Students are responsible to know when AI is permitted and when it is not. Unless a teacher explicitly states that the use of AI is permitted, in which context, and under which conditions and parameters, students must assume that it is not allowed. When not explicitly permitted, its use will be considered as cheating and plagiarism, and the Academic Misconduct Procedures applies.
5.4 Medical Absences
In the case of a missed assessment for a short-term medical reason, the student needs to document the absence with a verifiable medical note (or other medical documentation deemed legitimate by the College) in order to receive an alternative assessment plan. A student’s self-declaration of a medical absence (https://bit.ly/medical-absence) will be considered valid documentation, providing the student follows the appropriate steps of reporting to their teacher(s) for each day they are absent. If the medical absence is for 5 or more consecutive school days, the student is required to provide valid medical documentation from a physician to support their situation.
6. Assessments
| Type of Assessment | Weight |
| 1. Formative Assessments | 50% |
| Challenge 1 & 2 | 15% |
| Challenge 3 | 5% |
| Challenge 4 | 20% |
| Coaching Report (2) | 5% |
| Overall Participation based on feedback | 5% |
| 2. Learning Integrative Assessment (LIA) | 50% |
| LIA Paper Report + Presentation (3 Checkpoints 5% - 10% - 15%) | 30% |
| 2 Minute Thesis | 15% |
| Peer Feedback | 5% |
6.1 Assessment Notes
All stages of the research project must be submitted in the proper sequence (see the LIA description). Each must be returned to the student, marked and with feedback, before the next can be submitted. Please note that students are required to hand in the final qualitative research paper to pass the course.
6.2 Minor Assessments
All assessments have been scheduled in the detailed schedule at the end of this document. Be sure to note them down in your agenda as submission times are strict. However, some assessments may be subject to date change to accommodate student learning progressed and will be communicated 1 week prior of any changes.
Section 8.1.3 of IPESA
6.3 Learning Integrtion Assessment (LIA)
The LIA of the course is the Qualitative Research Project, divided into stages progressively submitted throughout the semester and consolidated in a final paper. The final paper must be submitted in a proper presentation format (based on APA style) and include the following sections, typical of an academic peer-reviewed article:
Abstract: A concise overview of your project providing background information, research question, methods used, major results, and conclusions.
Introduction: Define and justify the research problem or objective(s) pursued. Then formulate a research question. *This section addresses the following questions: What will be studied? Why will it be studied? How will it be studied (the method1 used)?
Literature Review: Incorporate key points from each academic article as well as your own insights that culminated in formulating your research question, thereby suggesting how your study will add value to the existing body of knowledge under review. Ensure a comprehensive review by analyzing a minimum of four peer-reviewed academic papers (or six if collaborating with a partner).
Methodology: Justify in detail your choice of method and describe also in detail your research design depending on the method selected. Make sure to fully comply to ethical guidelines stablished by Vanier College. *This section addresses the following questions: Why a method was chosen? How data will be collected(tools/techniques)? From whom/where/when (people/objects)? How it will be analyzed (tools/techniques) to answer the research question?
Results: Data collected are synthesized, displayed and described in the most appropriate manner according to main themes, trends and important points identified after applying the tools and techniques of analysis described in the methodology.
Conclusion/Discussion: The results in the previous section are: i) examined to interpret the findings in relation to the research question and contribution to the existing body of knowledge; ii) contextualized by recognizing the strengths and limitations of the research design and execution; iii) used to provide some suggestions for further research.
References: As in any other academic work, all sources of information used in the paper must be listed (not only the peer-reviewed papers) using APA style.
6.4 Student Proficiency in the Language of Instruction (SPLI)
Student proficiency in the language of instruction is the ability to write, read, speak, and listen in order to communicate effectively at the college level, within and across disciplines. SPLI may also require discipline-specific vocabulary, documentation, and communication skills. An assessment of language skills must account for a minimum of 10% of any take-home written assignments or oral presentations in which English is the language of expression.
7. Student Resources & Expectations
7.1 Peer Tutoring
Free Drop-in Peer Tutoring Service for Social Science and Commerce Students
Get help with your Social Science, Commerce and Methodology courses. Whether it be to understand course content, search and read scholarly texts, write academic papers, cite your sources properly or any other questions you may have, the Peer Tutors are here to help. To see the schedule and connect with a Peer Tutor go to:
https://www.vaniercollege.qc.ca/social-science/resource-center/
7.2 TASC Writing Centre
Teacher Provided Resource Service for RM/IP Students
The Writing Centre's writing consultants (Vanier teachers) are available for online assistance with and feedback on all of your written assignments or essays. For information on how to work with a writing consultant or to see the schedule, visit:
https://www.vaniercollege.qc.ca/learning-commons/writing-centre/
You can access a series of short PowerPoint videos explaining different aspects of APA with examples (plagiarism, in-text citations, references, paraphrasing and quoting), along with some other information about referencing here:
https://www.vaniercollege.qc.ca/learning-commons/plagarism-citing-sources/
For more information about Academic Integrity in general:
https://www.vaniercollege.qc.ca/learning-commons/academic-integrity/
8. Detailed Schedule
You can view the detailed class schedule via this live link. The core is fixes, smaller details may change to accommodate student learning. Please check often. Go to schedule calendar.