Qualitative Research Methods

General data

Course ID:	2100-NS-ANG-D-D2QREM
Erasmus code / ISCED:	14.0 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0310) Social and behavioural sciences, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Qualitative Research Methods
Name in Polish:	Qualitative Research Methods
Organizational unit:	Faculty of Political Science and International Studies
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	English
Type of course:	obligatory courses
Prerequisites (description):	It is assumed that students are familiar with empirical research methods in social sciences, such as: interview, survey method, observation, etc. Thus, classess are aimed to deepen students' knowledge about qualitative research methods, in particular those which are often used in political science.
Short description:	During the course students acquire knowledge about: - basic ontological, epistemological and ethical assumptions of qualitataive research methods, as well as about qualiaitve research framewoks which are relatively frequently used in political science, that is: - thematic analysis and content analysis, - biographical and narrative research methods, - ethnographical methodology, - groundend theory, - discicourse analysis.
Full description:	Caution: below you’ll find texts marked with ‘EXAMPLE’. Please focus on methodology when reading them. You may disregard discussion on field-specific issues in those texts. Session I 1) Ontological, epistemological and methodological foundations of qualitative research. Main points and diversity of approaches • Uwe Flick, An Introduction to Qualitative Research, Sage (HEREINAFTER Flick 2009), chapters 2 and 6. 2) Case study and case selection in qualitative research • B. Flyvbjerg, "Five Misunderstandings About Case-Study Research," Qualitative Inquiry, vol. 12, no. 2, April 2006, pp. 219-245. • Uwe Flick, Ernst von Kardorff et al (eds.), A Companion to Qualitative Research, Sage (e.g. first edition, 2004 in open access in Google Scholar) (HEREINAFTER Companion), chapter 4.4. Session II 3) Thematic analysis • Braun, V., Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Re- search in Psychology, 3 (2). pp. 77-101 Please read pgs 6-16 • EXAMPLE: Baumgartner, M. S., & Schneider, D. E. (2010). Perceptions of women in management: A thematic analysis of razing the glass ceiling. Journal of Career Development, 37(2), 559–576. • EXAMPLE: Jones, M. V., Coviello, N., & Tang, Y. K. (2011). International Entrepreneurship research (1989-2009): A domain ontology and thematic analysis. Journal of Business Venturing, 26(6), 632–659. 4) Biographical method • Apitzsch, U., & Siouti, I. (2007). Biographical Analysis as an Interdisciplinary Research Perspective in the Field of Migration Studies. Research Integration, (April), 1–30. Please read pgs 1-15 • EXAMPLE: Urbańska, S. (2016). Transnational Motherhood and Forced Migration. Causes and Consequences of the Migration of Polish Working-Class Women 1989 – 2010, 5(1), 109–128. Session III 5) Ethnographical method • Flick 2009, chapter 17 • EXAMPLE: Yates, L. (2015). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), 1–21. 6) Grounded Theory • Flick 2009, chapter 31 • EXAMPLE: King, C. S., Feltey, K. M., & Susel, B. O. (1998). The Question of Participation: Toward Authentic Public Participation in Public Administration. Public Administration Review, 58(4), 317. Session IV 7) Discourse analysis and social representation approach • Flick 2009, chapter 24 • EXAMPLE: Angouri, J., & Wodak, R. (2014). “They became big in the shadow of the crisis”: The Greek success story and the rise of the far right. Discourse and Society, 25(4), 540–565. • EXAMPLE: Flick, U., Fischer, C., & Schwartz, F. W. (2003). Health in the Context of Growing Old : Health Professionals ’ Social Representations of Health. Journal of Health Psychology, 8) The analysis of visual data • Flick 2009, chapter 18 • EXAMPLE: Wodak, R. (2010). The glocalization of politics in television: Fiction or reality? European Journal of Cultural Studies, 13(1), 43–62. • EXAMPLE: Dymarczyk, W. (2014). W Dymarczyk University of Lodz, Poland The War on the Wall. Polish and Soviet War Posters Analysis, X(4). Session V 9) Quality and ethics in qualitative methods • Flick 2009, chapters 28, 29 10) Writing qualitative research • Companion chapters 4.1-4.3
Bibliography:	Qualitative research methods – outline of the course Maria Theiss, Instytut Polityki Społecznej – Institute of Social Policy, office hours: Thursday 8.45-9.45, room 108, Institute of Social Policy, Nowy Świat 67 m.theiss@uw.edu.pl Caution: below you’ll find texts marked with ‘EXAMPLE’. Please focus on methodology when reading them. You may disregard discussion on field-specific issues in those texts. Session I 1) Ontological, epistemological and methodological foundations of qualitative research. Main points and diversity of approaches • Uwe Flick, An Introduction to Qualitative Research, Sage (HEREINAFTER Flick 2009), chapters 2 and 6. 2) Case study and case selection in qualitative research • B. Flyvbjerg, "Five Misunderstandings About Case-Study Research," Qualitative Inquiry, vol. 12, no. 2, April 2006, pp. 219-245. • Uwe Flick, Ernst von Kardorff et al (eds.), A Companion to Qualitative Research, Sage (e.g. first edition, 2004 in open access in Google Scholar) (HEREINAFTER Companion), chapter 4.4. Session II 3) Thematic analysis • Braun, V., Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Re- search in Psychology, 3 (2). pp. 77-101 Please read pgs 6-16 • EXAMPLE: Baumgartner, M. S., & Schneider, D. E. (2010). Perceptions of women in management: A thematic analysis of razing the glass ceiling. Journal of Career Development, 37(2), 559–576. • EXAMPLE: Jones, M. V., Coviello, N., & Tang, Y. K. (2011). International Entrepreneurship research (1989-2009): A domain ontology and thematic analysis. Journal of Business Venturing, 26(6), 632–659. 4) Biographical method • Apitzsch, U., & Siouti, I. (2007). Biographical Analysis as an Interdisciplinary Research Perspective in the Field of Migration Studies. Research Integration, (April), 1–30. Please read pgs 1-15 • EXAMPLE: Urbańska, S. (2016). Transnational Motherhood and Forced Migration. Causes and Consequences of the Migration of Polish Working-Class Women 1989 – 2010, 5(1), 109–128. Session III 5) Ethnographical method • Flick 2009, chapter 17 • EXAMPLE: Yates, L. (2015). Rethinking Prefiguration: Alternatives, Micropolitics and Goals in Social Movements. Social Movement Studies, 14(1), 1–21. 6) Grounded Theory • Flick 2009, chapter 31 • EXAMPLE: King, C. S., Feltey, K. M., & Susel, B. O. (1998). The Question of Participation: Toward Authentic Public Participation in Public Administration. Public Administration Review, 58(4), 317. Session IV 7) Discourse analysis and social representation approach • Flick 2009, chapter 24 • EXAMPLE: Angouri, J., & Wodak, R. (2014). “They became big in the shadow of the crisis”: The Greek success story and the rise of the far right. Discourse and Society, 25(4), 540–565. • EXAMPLE: Flick, U., Fischer, C., & Schwartz, F. W. (2003). Health in the Context of Growing Old : Health Professionals ’ Social Representations of Health. Journal of Health Psychology, 8) The analysis of visual data • Flick 2009, chapter 18 • EXAMPLE: Wodak, R. (2010). The glocalization of politics in television: Fiction or reality? European Journal of Cultural Studies, 13(1), 43–62. • EXAMPLE: Dymarczyk, W. (2014). W Dymarczyk University of Lodz, Poland The War on the Wall. Polish and Soviet War Posters Analysis, X(4). Session V 9) Quality and ethics in qualitative methods • Flick 2009, chapters 28, 29 10) Writing qualitative research • Companion chapters 4.1-4.3 Assessment: written examination based on a reading list. Students are expected to attend classes and read assigned texts. It is recommended to have assigned text at hand during the classes.
Learning outcomes:	- common fearures of qualiaitive research methods, - differences and diversity of assumptions and approaches within qualiaitive research methods, - main points and differences between: thematic analysis, boiographical approach, ethnographical methods, groundend theory, discourse analysis. After the course students know to: - combine qualiative research framework to specific research questions, - how to design coding and apply analyitical strategy to qualiaitive data, - how to use basic qualiaitive research methods terms, such as: case study and types of case study, traingulation, saturation, groundend theory, discourse, etc.
Assessment methods and assessment criteria:	Assessment: written examination based on a reading list. Students are expected to attend classes and read assigned texts. It is recommended to have assigned text at hand during the classes.
Practical placement:	not applicable

This course is not currently offered.

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Copyright by University of Warsaw.