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KATHMANDU UNIVERSITY
SCHOOL OF EDUCATION
MPhil in School Counseling and Psychological Wellbeing (2025)
EDUC 624: Qualitative Research Methods (3)
Course Facilitator: Chet Nath Panta, PhD
Email: chetnath@kusoed.edu.np
This is a basic educational and social research methodology course aimed at developing
acquaintance with key tenets of qualitative inquiry (i.e., interpretivism, criticalism,
postmodernism and beyond). The course begins with introducing a space for interpretive and
other traditions in educational research; and thus, celebrating both “old” and “new” paradigms
(critical and appreciative paradigms) of educational research. In this, the insufficiency of
conventionally defined paradigm shall be discussed as a way of conceiving the primacy of
context-based, cultural, and post/humanistic dimensions in broadening the scope of social and
educational research. This discourse shall further be enriched by articulating methods of
systematic and narrative literature review together with a host of metaphors for mapping the field
of inquiry. Ethnographic, auto/ethnographic, and narrative inquiry methods at disposal, scholars
will embark on the journey of self-reflective, critical and creative research/arts-based and
contemplative engagements, thereby fostering and internalizing writing as a method of inquiry
and generating transformative research frameworks via symbiotic links.
After the completion of the course, scholars will have:
 Developed awareness of different research paradigms and their application in research in
School Counselling and Psychological Wellbeing by being reflective, critical,
creative/arts-based, contemplative and appreciative,
 Developed awareness of different qualitative research methods, approaches and evolving
trends to conducting research in the domain of school counselling and psychological
wellbeing,
 Developed basic know-how of APA formatting.
 Produced a presentable signature term paper and conduct research in the areas of
School Counselling and Psychological Wellbeing.

PRELIMINARIES:
MAKING SENSE OF THE COURSE
Day 1 Course introduction/group formation/assignments/assessment
Assignment Reflect as a scholar of a research degree. Jot down ideas with the help of the
following questions. Then, read the paper attached below. Finally, put together
your ideas to make it a good reflective write-up.
1. Have you chosen any issues for MPhil research? What are they, if any?
2. How have you conceptualized research in School Counselling and
Psychological Wellbeing?
3. What possible factors might hinder and facilitate you to learn different
notions of research during this coursework?
4. What specific strengths are you likely to bring to this course?
Word limit: 500 – 800 words, graded and mandatory.
Reading Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education
(Chapter One). Routledge
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MODULE 1:
ORIENTING TOWARDS FOUNDATIONS OF RESEARCH
Module MLO1A: Describe the concepts qualitative (i.e., interpretive/critical/creative
Learning and appreciative) research paradigms in relation to your chosen research
Outcomes: problem; and
MLO1B: Reflect on your experience of encountering different paradigms of
research.
Day 2 Basic Concepts of Social and Educational Research, Characteristics of
Research, Research Types
Day 3 Philosophies of Educational Research Interpretivism, Criticalism,
Postmodernism, Appreciative and beyond
Day 4 Student Presentation:
Taylor, P. C., Taylor, E., & Luitel, B. C. (2012). Multi-paradigmatic transformative research
as/for teacher education: An integral perspective. Second international handbook of science
education, 373-387.
Research Process: Problem, Purpose and Research Questions
Readings: Cohen, L., Manion, L , & Morrison, K. (2018). Research methods in education
(Chapter 1). Milton Park, England: Routledge.
Taylor, P.C. & Medina, M. (2011). Educational research paradigms: From
positivism to pluralism. College Research Journal, 1(1), 1-16.
Assumption College of Nabunturan, Philippines.
Taylor, P. C., Taylor, E., & Luitel, B. C. (2012). Multi-paradigmatic
transformative research as/for teacher education: An integral perspective. In K.
Tobin, B. Fraser & C. McRobbie (Eds.), Second international handbook of
science education (pp. 373-388). Springer.

Assignment: Briefly discuss a potential research problem that you would like to undertake
as an MPhil research project. Reflection on your teaching experience may help
you to identify the research issue or a problem. Based on the problem
statement, formulate your research purpose and research questions. Please,
mention how your research problem will be guided by certain research
paradigm (e.g., Interpretive, critical) (800-1200 words, APA formatted with
proper citation and reference) – Mandatory and will be graded.

MODULE 2:
REVIEWING LITERATURE
Module MLO 2 A: Illustrate the role of theory and previous research studies in your
Learning research.
Outcomes: MLO 2 B: Reflect critically on the use of theory and previous research studies
in designing your research project
Day 5 Teacher Presentation:
Doing Literature Review: Narrative and Systematic
Literature Review

Day 6 Developing Theoretical Framework/Conceptual Framework

Readings: Bryman, A. (2012). Social research methods (Ch 4): Oxford University Press.
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Kara, H. (2015). Creative research methods in the social sciences: A practical

guide. Policy Press.

Assignment: 1. What specific concepts are you going to review? How do you
conceptualize them in your research? Also review five to seven
empirical articles related to your issue to explore what is done and
what is not done yet in your proposed research area. Which specific
theory/theories are you going to use in your research? How might the
proposed theories orient your research? Finally, discuss the knowledge
gap based on the review of empirical articles. (Mandatory and will be
graded, word length 1000-1500 words)
2. Choose a research article related to your proposed issue published in an
international peer reviewed journal after 2021, not less than 12 pages, and
review it. Get approval of the selected article for review from the facilitator.
(Mandatory and will be graded)
MODULE 3:
CONCEIVING RESEARCH METHODOLOGIES
Module MLO3A: Describe critically the relationship between your research
Learning problem/agenda and your proposed methodology(s), and
Outcomes: MLO3B: Reflect on your experience/s of encountering different research
methodologies.
Day 8 Qualitative Research Design
(Ethnography, Narrative Inquiry, Phenomenology..)

Day 9 Qualitative Research Design

(Narrative, Grounded Theory, Case Study, Appreciative Inquiry)
Day 10 Sampling Methods in Qualitative Research
Readings: Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education
(6th ed.)(Chapters: 4, 7, 8, 9, 10, 11, 12, 13 to 14 ): Routledge.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education
(6th ed.)(Chapters: 15, 16, 17, 18, 19, 20, 21): Routledge
Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with
practice (Chapters 4, 5, 6): Guilford Press.
Additional
Taylor, P. C., & Wallace, J. (Eds.). (2007). Contemporary qualitative research:
Exemplars for science and mathematics educators (3,7,19): Springer.
Assignment: 1. Which specific research methodology(s) do you plan to apply for your
research problem? Why? What specific steps do you plan to
operationalize the chosen methodology? How does your methodology fit
into the chosen paradigm(s)? Write about your methodology with
specific focus on what, why and how in not less than 800 to 1000 words
with proper citation and references. (Mandatory and will be graded)

2. Find an MPhil/PhD thesis dealing with the issue of School Counselling

and Psychological Wellbeing and write a review of it in not less than
1000 words. (Mandatory and will be graded)
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MODULE: 4
WORKING WITH DATA
Module MLO4A: Describe basic data production and analysis methods in your research
Learning project; and
Outcomes: MLO4B: Discuss reflectively your experiences of learning different approaches
to data production and analysis.
Day 11 Student Presentation 12:
Data Collection Methods: Interview/In-Depth Interview, Focus Group
Discussions, Observation, Kurakani/ Chautari/Pandheri Gaff), Document
Reviews, Artifact Collection, Life Histories

Day 12 Approaches to Data Analysis, Interpretation and Meaning-making

Readings: Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education
(6th ed.)(Chapters: 22, 23, 24, 25, 26) : Routledge
Gobson, W. J., & Brown, A. (2009). Working with qualitative data: Sage
Publications Inc.
Assignment: Explain how you access your research site. Discuss specific data production
method/s that you plan to use in your proposed research. Present the rationale
of choosing the method/s. Discuss the tool/s or strategies you shall be using in
the research. (ii) What specific approaches/steps shall you be adapting to
analyze and interpret your data? Discuss. (Mandatory and will be graded,
length 500-800 words)
MODULE: 5
MAINTAINING QUALITY STANDARDS AND ETHICAL ISSUES
Module MLO 5 A: Describe the need for ethical considerations and quality standards in
Learning your research project, and
Outcomes: MLO 5 B: Discuss reflectively on your experiences of encountering different
sets of ethicality and quality standards.
Day 13 Maintaining Quality Standards and Ethical Issues
Day 14 APA Formatting
Readings: Taylor, P.C. & Medina, M. (2011). Educational research paradigms: From
positivism to pluralism. College Research Journal, 1(1), 1-16.
Assumption College of Nabunturan, Philippines.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education
(Chapters: 2 & 6) : Routledge

Assignment: What are possible quality and ethical standards that you are going to
incorporate in your research? Discuss the rationale for choosing an
appropriate set of quality and ethical standards for your research. (Mandatory
and will be graded, length 500-700 words)
MODULE: 6
DEVELOPING A COHERENT RESEARCH PROPOSAL/SIGNATURE TERM PAPER
Module MLO 6: Develop a coherent research proposal establishing a clear relationship
Learning between the what (research problem/agenda) and the how (methodology) of
Outcomes: research.
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Day 15 & During this module, you will develop an art and craft of synthesizing following
16 elements in your research proposal/term paper (term paper includes results and
discussions, conclusions and implications of the study):
Research problem/agenda
Research purpose
Research question(s)
Significance/Rationale of your research
Delimitation
Literature review ( thematic, theoretical, and empirical reviews)
Research Methodology (concepts and processes)
Assignment: Develop a coherent research proposal and write a term paper articulating your
research problem, research questions, theory and knowledge gap (resulting
from the review of previous research), and research methodology.

Summary of Assessment Scheme:

Assignments =30 points
Presentation (1 item) = 10 points
Attendance and Classroom Participation = 10 points
End Semester Assessment (Proposal and Term Paper-writing the self/ life stories)
= 50 points

S Topics for Presentations Presenters

N
1 Exploring the Perception of Adolescent Students on Self-Stigma
towards Mental Health and Counseling
https://nepjol.info/index.php/aj/article/view/73541/56296

2. Developing, Sustaining and Thriving Transformative Living

Educational Theory Research and Practice in Challenging Times and
Contexts
https://doi.org/10.51474/jrtp/15753
3. Research paradigms (An Article)
4. Educational Journal of Living Theories 'Living love': My living-
educational- theory
https://web-cdn.org/s/1445/file/node/13-3.pdf

5. Qualitative Data Analysis Demystified:Autoethnographic

Reflections on Its Procedures from Beginning to Saturation

10.46743/2160-3715/2025.7972

6. Context-responsive approaches of/for teachers’ professional

development: A participatory framework
https://jprm.scholasticahq.com/article/18869-context-responsive-
approaches-of-for-teachers-professional-development-a-
participatory-framework
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7. Autoethnographic Action Research as a Contemplative Practice:

Awareness and Transformation of Inner and Outer Selves
10.46743/2160-3715/2024.6983
6 Touching the Lives of Learners from Head to Soul: An
Autoethnographic Reflections
https://doi.org/10.51474/jrtp/15755
7 Ways of Teachers/Educators’ Continuous Professional
Development: A Poetic Inquiry
https://doi.org/10.51474/jrtp/15758
8 From Personal Anguish to Self-indulgence : Narcissism as a
Methodological Challenge in Autoethnography
https://doi.org/10.51474/jrtp/15757
9 Ways of Enhancing Harmony among Teachers and Students: A
Critical Reflection
https://doi.org/10.51474/jrtp/15756
10 Solipsism as a Challenge of Doing Autoethnographic Inquiry
https://doi.org/10.46743/2160-3715/2022.5365
11 Exploring Teachers’ Perspectives and Strategies for Enhancing
Workplace Wellbeing
https://www.nepjol.info/index.php/NELTA/article/view/
72633/55619

12 Leadership as a challenging opportunity: Nepali secondary

principals’ contextual understandings and perception of their
roles
https://doi.org/10.1080/13603124.2023.2276355
13 Writing as Inquiry
14 Principles for a Positive Revolution (49-53)
Appreciative Inquiry: A Positive Revolution in Change
15 Participant Selection Procedures in Qualitative Research:
Experiences and Some Points for Consideration
file:///C:/Users/Lenovo/Downloads/frma-2-1512747.pdf

16 Sociocultural Environment and Agency in Identity Construction

https://nsuworks.nova.edu/tqr/vol29/iss7/10/
17 School leadership during disruptive change: an emotionaland
relational practice
https://www.tandfonline.com/doi/epdf/
10.1080/13632434.2024.2421526?needAccess=true