Postgraduate Course: Comparative Analysis in Education (EDUA11336)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | TThe course aims to provide student with a comprehensive overview of the main theories and methodologies used in comparative education research. It includes on overview on (1) the models and frameworks used to define comparative education, (2) the tools available for sampling and measuring within comparative education, and (3) the research methodologies applied to conduct comparative research.
The course will also enable students to critically evaluate the soundness of research in the field of comparative education.
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| Course description |
The course will consist of ten lectures and will balance between lecturing and specific practical exercises in class.
Phase 1
The first few sessions will mainly focus on the aims, theories and models of comparative education, including the core definitions of ¿comparative¿ education and the mainstream comparative models. Through practical exercises, students will be able to identify examples of comparative education, such as journal articles or media stories that contain a comparative element.
Phase 2
The second part of the course will focus on the importance of sampling and of the selection the groups to be compared in qualitative, quantitative and mixed methods comparative research. It will address multiple models for comparative analysis, such as case versus variable-oriented approaches (Bartlett & Vavrus, 2017) to explore location/sites, demographic features, and time. The course will explore existing longitudinal studies in the field of education, as well as focus on various types including case studies, life course perspective studies, birth cohort studies and biographical studies.
Phase 3
In the final part of the course, students will work towards the practice of comparative research by applying the content learned so far to design their own comparisons. Students will choose a research topic, formulate research questions, and defend the choice of their sample.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2024/25, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 25,
Feedback/Feedforward Hours 5,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
166 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Three summative assessments:
Task 1: Weekly Reading Questions: Students must complete and submit their personal response to each week¿s questions based on the readings prior to the workshop (10% of Total).
Task 2: Critical Media Response: Students select and critique a piece of media (news article/blog/etc.) that presents comparative data (1000 words, 30% of Total).
Task 3: Research Proposal: Students design a research proposal focusing on what they are comparing and what methods they would use to ensure an appropriate comparison (2000 words, 60% of Total).
Feedforward is provided in regular feedback during class, and during class group work during the final part of the course.
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| Feedback |
Feedback based on Postgraduate marking scheme |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- At the end of the course, students should be able to critically analyse the key challenges and issues of conducting comparative education research,
- At the end of the course, students should be able to critically analyse the major streams, models and classifications used in comparative education research,
- At the end of the course, students should be able to critically analyse the tools available for sampling and measuring in comparative education research,
- At the end of the course, students should be able to critically analyse research questions and designs used in comparative research methods,
- At the end of the course, students should be able to evaluate the strengths and weaknesses of research published in the field of comparative education.
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Reading List
Indicative resources - examples of key texts and other resources:
Bartlett, L. & Vavrus, F. (2017). Rethinking case study research: a comparative approach. Routledge.
Bray, M., Adamson, B. & Mason, M. (eds) (2014). Comparative Education Research: Approaches and Methods. 2 Ed. 195 CERC Studies in Comparative Education. Hong Kong: Comparative Education Research Centre
Hadler, M., Eder, A., Haller, M. & Hollinger, F. (2015). Methodological problems of quantitative comparative social research. International Journal of Sociology, 45(4), 247-255.
Kahwati, L. C., & Kane, H. L. (2020). Qualitative Comparative Analysis in Mixed Methods Research and Evaluation. Sage.
Marshall, J. (2019). Introduction to Comparative and International Education (2nd ed.). London: Sage.
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Additional Information
| Graduate Attributes and Skills |
Course specific graduate attributes
* Enquiry and Lifelong Learning - how we approach knowledge and learning
* Aspiration and Personal Development - how we approach our own development and goals
* Outlook and Engagement - how we engage with the world around us
Research and Enquiry
-be able to identify, define and analyse problems and identify or create processes to solve them
-be able to exercise critical judgment in creating new understanding
-be ready to ask key questions and exercise rational enquiry
-be able to critically assess existing understanding and the limitations of their own knowledge and recognise the need to regularly challenge all knowledge
-search for, evaluate and use information to develop their knowledge and understanding
-have an informed respect for the principles, methods, standards, values and boundaries of their discipline(s) and the capacity to question these understand economic, legal, social, cultural and environmental issues in the use of information
-recognise the importance of reflecting on their learning experiences and be aware of their own learning style
Personal and Intellectual Autonomy
-be open to new ideas, methods and ways of thinking
-be creative and imaginative thinkers
-be able to identify processes and strategies for learning
-be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
-be able to make decisions on the basis of rigorous and independent thought, taking into account ethical and professional issues
-be able to use collaboration and debate effectively to test, modify and
-strengthen their own views
-be intellectually curious and able to sustain intellectual interest
-be able to respond effectively to unfamiliar problems in unfamiliar contexts
-have a personal vision and goals and be able to work towards these in a sustainable way
Personal Effectiveness
-appreciate and use talents constructively
-have the confidence to make decisions based on their understandings and their personal and intellectual autonomy
-be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
-understand social, cultural, global and environmental responsibilities and issues
-be able to work effectively with others, capitalising on their different thinking, experience and skills
-work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the wider community
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| Keywords | comparative research,education research |
Contacts
| Course organiser | Dr Aliandra Barlete
Tel:
Email: a.barlete@ed.ac.uk |
Course secretary | Miss Mariana Duarte
Tel:
Email: mariana.duarte@ed.ac.uk |
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