PLAN 515 - Qualitative Methods & Research Design in Planning
Term 2, Wednesdays, 1345-1645, WMAX 150
Christopher Harker
Office: 140G, Dep’t of Geography
charker@geog.ubc.ca
Office Hours: Tues, Thurs: 4-5 or by appointment
Course Website: http://www.geog.ubc.ca/~charker/plan515.html
Course Overview:
This is a survey course designed to introduce participants to some of the qualitative
methods that are used in planning research and practice. The course will introduce
learners to different approaches to designing and conducting a research project, a variety
of qualitative methods for collecting ‘data’, various forms of analysis and methods of
dissemination. Classes will involve short lectures, group discussions and practical
exercises.
Students (in small groups) will also put what they have learned in the classroom to
practical use by designing and conducting a pilot research project that addresses the
question: ‘How could BOB work with the local community to revitalize Hastings
Street between Cambie and Main?’ This project will require students to engage with
people who live and work in Vancouver’s Downtown Eastside, and think about some of
the issues affecting this area.
Schedule & Readings:
Students are expected to complete each week’s readings before class, and come prepared
to both discuss the readings, and use the techniques and strategies during class practical
exercises.
7th January
Theme: Introduction & what are qualitative methods?
Project component: Introduction to BOB/group projects. Group formation.
Reading:
 Mountz, A., Moore, E. & Brown, L. (2008) ‘Participatory Action Research as
Pedagogy: Boundaries in Syracuse’. ACME: An International E-Journal for
Critical Geographies 7 (2), 214-238. ONLINE
14th January
Theme: Approaches to research 1: Researcher led. Ethical, practical and logistical
considerations.
Class practical: Discussion and group work.
Project component: Question development. Finalize question & meet with instructor
before following week’s lecture.
Readings:
 Haraway, D. (1991) ‘Situated knowledges: the science question in feminism and
the privilege of partial perspective’ in her Simians, cyborgs, and women: the
reinvention of nature London: Free Association Books. A reprint of (1988)
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‘Situated knowledges: the science question in feminism as a site of discourse on
the privilege of partial perspective’ Feminist Studies 14(3): 575-599. ONLINE
Deutsch, Nancy. (2004) “Positionality and the Pen: Reflections on the Process of
Becoming a Feminist Researcher and Writer,” Qualitative Inquiry 10 (6): 885902. ONLINE
Wiles, R., V. Charles, G. Crow and S. Heath. (2006) “Researching researchers:
lessons for research ethics” Qualitative Research 6: 283-299 (Aug). ONLINE
TCPS tutorial. http://www.pre.ethics.gc.ca/english/tutorial/ (no need to log in).
21st January
Theme: Approaches to research 2: Case Studies
Class practical: Ethics forms.
Project component: Begin literature review. Begin to plan project: contact BOB and/or
other groups.
Readings:
 Flyvbjerg, B. (2006) “Five Misunderstandings About Case-Study Research”
Qualitative Inquiry 12(2): 219 - 245. ONLINE
 VanWynsberghe, R. and S. Khan. (2007) “Case Study: A Re-Definition”
International Journal of Qualitative Methods 6(2): 80-94. ONLINE
28th January
Theme: Approaches to research 3: Participatory Action Research
Class practical: Discussion with Prof. Geraldine Pratt.
Project component: Discuss/share literature (in class).
Readings:
 Amsden, J. and R. VanWynsberghe. (2005) “Community mapping as a research
tool with youth” Action Research 3(4): 357-381. ONLINE
 Pratt, G. and Kirby, E. (2003) ‘Performing Nursing: BC Nurses’ Union Theatre
Project’ ACME: An International E-Journal for Critical Geographies 2 (1):
14-32. ONLINE
 Pratt, G. in collaboration with the Philippine Women Centre of B.C. and Ugnayan
ng Kabataang Pilipino sa Canada/Filipino-Canadian Youth Alliance (2007)
“Working with Migrant Communities: Collaborating with the Kalayaan Centre in
Vancouver, Canada” in Participatory Action Research Approaches and
Methods: Connecting People, Participation and Place (Eds. Sara Kindon,
Rachel Pain and Mike Kesby) Routledge, London,95-103.
4th February
Theme: Approaches to research 4: Evaluation Research
Class Practical: Evaluation exercise and discussion.
Project component: Lit. review deadline.
Readings:
 Babbie, E. and Benaquisto, L. (2002) ‘Chapter 13: Evaluation Research’ in their
Fundamentals of Social Research. Scarborough: Thomson/Nelson.
 Newburn, Tim (2001) ‘What do we mean by evaluation?’ Children & Society 15
(1) 5-13. ONLINE
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
Shaw, Ian 2003 ‘Qualitative research and outcomes in health, social work and
education’ Qualitative Research 3: 57 - 77. ONLINE
11th February
Theme: Talking to people: interviews, focus groups, life histories
Class Practical: Interviews and focus group exercises.
Project component: Methodology and project set-up continues.
Readings:
 McCoyd J L M and Schwaber Kerson T (2006) Conducting intensive interviews
using email: a serendipitous comparative opportunity Qualitative Social Work 5:
389–406. ONLINE
 Hermanowicz, J. (2002) ‘The great interview: 25 strategies for studying people in
bed.’ Qualitative Sociology 25(4): 479 – 499. ONLINE
Hurray! It’s the… MID TERM BREAK
25th February
Theme: Do it yourself: participant observation, observant participation, ethnography.
Class Practical: Ethnography exercise and discussion.
Project component: Finalise methodology and project set-up.
Readings:
 Cerwonka, A. & Malkki, L. (2007) Improvising Theory Chicago: University of
Chicago Press. p1-40, 162-187.
 Stack, Carol. (1997) “Beyond What Are Givens as Givens: Ethnography and
Critical Policy Studies.” Ethos 25(2): 191-207. ONLINE
4th March
Theme: Expanding your repertoire: performance methods, (documentary) video, methods
for working with children, physically & mentally less able.
Class Practical: Performance exercise with Caleb Johnston.
Project component: Methodology assignment deadline. Research period begins.
Readings:
 Sandercock, L., Attili, G., Sarkissian, W., Frantz, J., Tewder-Jones, M., Gurstein,
P. 2007. ‘INTERFACE: Multimedia and Planning’ Planning Theory and
Practice 8 (1) 89-114. ONLINE
 Langevang, Thilde (2007) ‘Movements in Time and Space: Using Multiple
Methods in Research with Young People in Accra, Ghana’ Children’s
Geographies 5(3) 267-281. ONLINE
 Tregaskis C and Goodley D (2005) Disability research by disabled and nondisabled people: towards a relational methodology of research production
International Journal of Social Research Methodology 8: 363–74. ONLINE
11th March
Theme: The world as text: archival research, content and discourse analysis
Class Practical: Content and/or discourse analysis exercise and discussion.
Project component: Research week 2
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Readings:
 Rose, G. (2001) ‘Chapter 6: Discourse Analysis I: text, intertextuality, context’ &
‘Chapter 7: Discourse Analysis II: institutions and ways of seeing’ in her Visual
Methodologies. Thousand Oaks (CA): Sage.
18th March
Theme: The world as text 2: coding, theme building and computer software.
Class Practical: Atlas.ti exercise with Cameron Owens
Project component: Research week 3. Finish research. Start analysis.
Readings:
 Bird, C. (2005) ‘How I stopped dreading and learned to love transcription’
Qualitative Inquiry 11 (2): 226-248. ONLINE
 St John, W. & Johnson, P. (2000) ‘The Pros and Cons of Data Analysis Software
for Qualitative Research’. Journal of Nursing Scholarship 32 (4): 393-397.
ONLINE
25th March
Theme: Writing/Presenting/Disseminating research
Class Practical: project work
Project component: continue analysis. Analysis deadline.
Readings:
 Bradford, M. (2003) ‘Writing Essays, Reports and Dissertations’ in Clifford, N. &
G. Valentine (eds.) Key Methods in Geography. Thousand Oaks (CA): Sage.
 Gurstein, P. (forthcoming) ‘Seeing and Being Seen: The Potential of Multimedia
as a Reflexive Planning Methodology’ in Sandercock, L. & G. Attili (eds.)
Multimedia and Planning: An exploration of the next frontier. New York:
Springer Publishing Co. FROM INSTRUCTOR.
1st April
Theme: Research Presentations 1
8th April
Theme: Research Presentations 2
Evaluation:
Class participation
Literature review
Methodology
Analysis
Presentation
25%
20%
15%
10%
30%
Assignments:
Literature Review
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The main idea of a literature review is to show how your research fits into what has been
done before and why your study needs to be done. A good review:
i)
ii)
iii)
iv)
synthesizes and evaluates the previous literature
delineates the known from the unknown
develops a line of argument
lays the groundwork for the study or analysis to come
Consider the following questions:
What is the present state of knowledge in this general area (i.e. the area pertaining to your
proposed area)? What have previous studies found? Have earlier studies fallen short?
Where does your study fit in? Where (how) does your study fill a gap in the literature or
perform research that previously has not been done?
In answering these questions, you must stick very closely to and work with the existing
literature. You should outline your argument through a discussion of what has already
been written.
Methodology
The description of proposed methodology will vary, depending on your research question
and chosen method(s). The purpose of the description is to identify data sources,
variables of interest, methods for measuring and/or interpreting them and sampling
strategies. You should also identify the logistical and ethical questions that your research
may encounter. The methodology section will be assessed in terms of how well the
described methodology allows you to address your research question, and how
thoroughly you describe the proposed methodology.
Analysis
This section of your project should outline how you analysed the data you collected, what
results your analysis generated with regards to your research question, and what were the
limitations of your empirical research? You may also wish to consider how you might
conduct the research differently in future?
Presentation & Recommendations for Action
Each group will give a 20 minute presentation on their research. The presentations should
outline what question was asked, what work has been done on this topic prior to this
project, what methods were used, some analysis of the ‘data’, and how the group would
move forward with the project. There will then be 40 minutes for questions and
discussion around project design/collaboration/developing the research.
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