Qualitative Research Methodology (PhD Course)

Aim: The aim of this module is to explore the philosophical, theoretical, analytical and practical variety of/in qualitative research. Apart from discussing the different ‘methods’, the course aims to create a better understanding of qualitative research as a process in which questions of why we choose qualitative research, and why we chose certain qualitative methods are closely related to assumptions behind the following: how we perceive reality and knowledge claims; how we analyse and interpret our data; and how we represent (write-up) our data. By the end of the module the students will have good understanding of how they can apply qualitative research and its related methodology and practices in their own research.

Content: Three full day sessions. Each session will 1) contextualize the theme under scrutiny in relation to qualitative paradigms; 2) discuss issues of access and research population; and 3) explore ‘how it is done’. To increase the level of responsiveness, students will typically practice each of the methods in their own time after an end-of-class briefing, and then bring their data and reflections to the following class for discussion. Methods practiced and discussed in this way will include: interviewing and transcribing; leading a focus group; doing an observation ‘in the field’; explore how to formulate ‘good’ research question and unit(s) of analysis.

Research in Coaching and Mentoring  (MA Course) 

Through my expertise in research methodology development and teaching in the Faculty of Business over the last couple of years I have been able to influence, stimulate and inspire students at UG, PG and PhD in growing a research-identity. The following student feedback for teaching Research Methods in Coaching and Mentoring (MA) are examples of the high acclaim of my teaching: Excellent teaching – Juliette is highly engaging, explains complex topics well, stimulates class discussion, is open to hear other’s viewpoints and gives clear feedback. Most of all, and most importantly, she made a daunting, and potentially very dry, subject enjoyable, accessible and relevant to the next stage of the MA program. And: The first session is a little daunting, but Juliette’s passion and enthusiasm for research and her clear commitment to enabling our learning was fantastic.

The module provides an intellectual challenge in the form of tackling fundamental philosophical issues underlying research assumptions and practices.  It also introduces students to the relationships between theory and data, or evidence, and how even the most pragmatic approaches to practice involve an element of ‘theory-in-use’.

Students will be introduced to research methodology, and how research is written, disseminated and evaluated.

This module develops students’ knowledge of a range of research approaches, methods and techniques appropriate to the study of coaching and mentoring.  It also develops faculties of critical evaluation of research carried out and reported by others, particularly in regard to claims for the ‘evidence base’ of coaching and mentoring professional practice.

Previous teaching (in the Netherlands MRes, MA, BA level) showcases my interdisciplinary expertise: Globalization & Transnational Entrepreneurship; Migration, Ethnicity & Entrepreneurship; Research Methodology and Fieldwork Preparations; Social Security, Social Policy and Social Justice; Gender, Law and Development; Anthropology of Law; Livelihood, Natural Resources and Legal Pluralism; Corporate Social Responsibility; Globalization and Development.