Final year undergraduate students’ experiences of completing a qualitative psychology dissertation: Implications for teaching and practice

In recent years qualitative research methods have become increasingly popular amongst students conducting their final year psychology projects. Qualitative research methods offer students the opportunity to conduct innovative and exciting research projects but are sometimes viewed as ‘less scientific’ within the discipline and some academics may lack the necessary knowledge and confidence to support students undertaking such projects. To understand students’ experiences of conducting qualitative dissertation projects, an online questionnaire (12 participants), two focus groups (seven participants) and semi-structured interviews (six participants) were conducted with students on a BPS-accredited degree programme at a UK institution. Data was analysed using reflexive thematic analysis and four themes generated: Exploring the qualitative/quantitative dichotomy as a basis for decisions and comparisons; Conducting a qualitative dissertation is daunting: expectations versus reality; the importance of having appropriate qualitative support; and creating a community of qualitative dissertation students. We propose that psychology courses need to consider embedding qualitative research methods throughout the first- and second-year curriculum and ensuring that all staff have confidence to supervise qualitative projects.