The Process of Research: Qualitative Methods, Data Analysis and Academic Writing
Course evaluation
The course evaluation is now closed
LU0091-20064 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for LU0091
Academic year 2023/2024
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20214)
2023-10-31 - 2024-01-14
Academic year 2021/2022
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20131)
2021-11-02 - 2022-01-16
Academic year 2020/2021
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20131)
2020-11-02 - 2021-01-17
Academic year 2019/2020
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20040)
2019-11-01 - 2020-01-19
Academic year 2018/2019
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20106)
2018-11-05 - 2019-01-20
Academic year 2017/2018
The Process of Research: Qualitative Methods, Data Analysis and Academic Writing (LU0091-20029)
2017-10-30 - 2018-01-14
Syllabus and other information
Syllabus
LU0091 The Process of Research: Qualitative Methods, Data Analysis and Academic Writing, 15.0 Credits
Forskningsprocessen: kvalitativa metoder, dataanalys och akademiskt skrivandeSubjects
Environmental Science Rural Development Rural Development Environmental scienceEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Research design and process | 5.0 | 0302 |
| Methods for data collection | 5.0 | 0303 |
| Methods for analysis | 5.0 | 0304 |
Advanced study in the main field
Second cycle, has only first-cycle course/s as entry requirementsMaster’s level (A1N)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Equivalent to 120 credits within social, natural sciences or the humanities, of which 90 credits within a particular major. Knowledge equivalent to English B (Swedish educational system), English 550 or higher TOEFL or English 5,5 or higher IELTS.Objectives
The aim of this course is to provide students with the knowledge and skills required to use relevant research methods and approaches to data analysis, so as to produce clearly structured academic research texts.
Upon completion of the course, the student will be able to:
select relevant research methods in relation to a given research problem
maintain a reflexive position in relation to the selected research methods and be able to apply these in specific contexts, taking important ethical aspects into consideration
structure and write an academic research text
present a research proposal for a research project on rural and/or environmental aspects, such as rural livelihoods, natural resources management or environmental issues, including a thematic and theoretical background
present an analysis of published research texts, concerning rural and/or environmental aspects, such as rural livelihoods, natural resources management or environmental problems
Content
The course consists of lectures and individual and group seminar assignments.
The course prepares students with the skills for identifying and selecting methods in the planning execution of their master thesis. The research methods that the student may select cover qualitative research methods with a focus on primary data collection via for example ethnographic methods. Quantitative methods such as surveys will also be briefly covered. Emphasis is placed on training students to write analytically and academically.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
For successful completion of the course the student must participate in compulsory sessions and give in a portfolio that comprise approved exams and assignments.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Responsible department
Department of Urban and Rural Development
Further information
Grading criteria
Examiners: Klara Fischer, Linus Rosén and Amelia Mutter
Course objectives as detailed in the syllabus:
-
Select relevant research methods in relation to a given research problem
-
Develop theoretical and practical knowledge of individually selected research methods so as to gather and analyse relevant data in relation to a specific research problem
-
Maintain a reflexive position in relation to the selected research methods and be able to account for their scientific history and context
-
Structure and write a scientific text
-
Present a research proposal for a research project concerning rural and/or environmental aspects, such as rural livelihoods, natural resources management or environmental issues
-
Construct a thorough synopsis of the proposed master thesis
-
Present a thematic and theoretical background of the proposed master thesis
-
Present an analysis of a published research presentation, concerning rural and/or environmental aspects, such as rural livelihoods, natural resources management or environmental problems
Grading criteria:
AssignmentGrade |
1: Written synopsis of the master thesis |
2: Written comments on 2 other synopses |
3: Oral presentation on synopsis master thesis |
4: Oral comments on one oral presentation of synopsis |
5: Written assignment: methods for data collection, reflexivity and ethics |
6: Literature review |
7: Have a go at collecting and analysing data |
8: Research proposal master thesis |
Course objectives addressed: |
1,5 |
1,2 |
1,5 |
1,2 |
1,3 |
7,8 |
2,3,4 |
1,2,3,4, 5, 6, 7, 8 |
5 |
- |
- |
- |
- |
- |
- |
- |
In addition to 3 and 4: The student provides a scientifically advanced reasoning with high clarity around how different choice of theories/ analytical concepts affects the study outcomes. |
4 |
- |
- |
- |
- |
- |
- |
- |
In addition to 3: The student responds to all questions with clarity and advanced reasoning. The student is able to describe and critically reason around how different choice of theories/ analytical concepts affects the study outcomes. |
3 |
The student presents a research problem of relevance to the subject and relevant research methods to research the problem. |
The student provides constructive written comments on two synopses of master theses. |
The student presents a research problem of relevance to the subject. The student presents relevant research methods to research the problem. The student can adequately respond to questions about the presentation. |
The student provides relevant questions and/ or constructive oral comments on at least one oral presentation. |
The student describes a thesis topic and presents relevant research methods for studying the proposed topic. The student adequately describes the concept of reflexivity and demonstrates a reflexive position in relation to the selected research methods. The student is able to briefly account for the scientific history and context of selected research methods. |
The student presents a review of published research of relevance to a proposed research topic.
|
The student shows ability to use a chosen method for data collection and analysis to collect and analyse empirical data. The student can reason around the challenges in data collection and analysis and suggest ways of addressing perceived challenges. The student demonstrates a reflexive position in relation to the selected research methods.
|
The student can follow instructions and answer the questions adequately in English. |
To pass the course, students have to meet all of the following:
- hand in/ participate in 6 out of 8 mandatory assignments, including assignment 8
- attend a minimum of five (5) lectures on data collection (lectures noted with * in Module 2)
- attend a minimum of five (5) lectures on data analysis (lectures noted with * in Module 3)
In order to receive a higher grade, that is grade 4 or 5, all course assignments are handed in on time and receive grade 3. In addition, the student's responses to assignment 8 (research proposal) meet the criteria for the higher grades.
Litterature list
Mandatory readings
Main course books
Creswell, John W., and J. David Creswell. (2018). 5th edition. Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. The following chapters are mandatory: 4, 5, 6, 7, 9. The rest of the book is optional. Other editions are also fine, but please note that chapter numbers refer to the fifth edition.
Robson, Colin. (2002). Real world research: A resource for social scientists and practitioner-researchers. Wiley-Blackwell. The following chapters are mandatory: Chapter 3 on Developing your ideas, Chapter 4 on General design issues, and Chapter 10 on Ethical and political considerations. The rest of the book is optional. Other editions are fine, but please note that chapter numbers refer to the fourth edition.
Other mandatory literature
Alvesson, M. (1999). Beyond Neo-Positivists, Romantics and Localists- A reflexive Approach to Interviews in Organisation Research. Institute of Economic Research Working Paper Series 28(1), 13-33.
Alvesson, Mats, and Dan Kärreman. (2007). Constructing mystery: Empirical matters in theory development." Academy of management review 32(4), 1265-1281.
Bowen, Glenn A. (2006). Grounded theory and sensitizing concepts. International journal of qualitative methods 5(3), 12-23.
Long, J. W., Ballard, H. L., Fisher, L. A., & Belsky, J. M. (2016). Questions that won't go away in participatory research. Society & Natural Resources, 29(2), 250-263.
Moon, Katie, and Deborah Blackman. (2014). A guide to understanding social science research for natural scientists. Conservation Biology 28(5), 1167-1177.
Prowse, M. (2010). Integrating reflexivity into livelihoods research. Progress in Development Studies, 10(3), 211-231.
Strang, Veronica. (2009). Integrating the social and natural sciences in environmental research: a discussion paper. Environment, Development and Sustainability 11(1), 1-18.
Swedberg, Richard. (2014). The Art of Social Theory. Princeton; Oxford: Princeton University Press. (pages 1 to 97 are mandatory, the rest of the book is optional)
Optional
Bourdieu, P. et al. (1999). "The Weight of the World: Social Suffering in Contemporary Society." Stanford, CA. Stanford University Press. Pages 1-13.
Chambers, R. (1994). The Origins and Practice of Participatory Rural Appraisal. World Development, 22(7), 953-969. doi: https://doi.org/10.1016/0305-750X(94)90141-4
Fahy, Frances, and Henrike Rau, eds. (2013). Methods of sustainability research in the social sciences. Sage. Chapter 1: Sustainability Research in the Social Sciences – Concepts, Methodologies and the Challenge of Interdisciplinarity
Fischer, K., Schulz, K., & Chenais, E. (2020). Can we agree on that? Plurality, power and language in participatory research. Preventive veterinary medicine, 180 (July 2020), 104991.
Graeber, David. (2012). Dead zones of the imagination: On violence, bureaucracy, and interpretive labor: The Malinowski Memorial Lecture, 2006. HAU: Journal of Ethnographic Theory 2(2), 105-128 https://www.journals.uchicago.edu/doi/pdfplus/10.14318/hau2.2.007
Jacobs, Sue-Ellen and Cassell, Joan. (1987). Handbook on ethical issues in anthropology. Introduction, chapter 1 and chapter 3. Found here: https://www.americananthro.org/LearnAndTeach/Content.aspx?ItemNumber=12895&navItemNumber=731
Jacobs, T., & Tschötschel, R. (2019). Topic models meet discourse analysis: a quantitative tool for a qualitative approach. International Journal of Social Research Methodology 22(5), 469-485. https://doi.org/10.1080/13645579.2019.1576317
Jacobson, K. (2013). From Betterment to Bt maize: Agricultural Development and the Introduction of Genetically Modified Maize to South African Smallholders (PhD Doctoral theisis). Swedish University of Agricultural Sciences, Uppsala. Section 2.2. as an example of literature review
Jørgensen, Marianne W., and Louise J. Phillips. (2002). Discourse analysis as theory and method. Sage. Chapter 1, introduction
Katz, Jack. From How to Why: On Luminous Description and Causal Inference in Ethnography (Part I). Ethnography. 2001;2(4):443-473. https://journals.sagepub.com/doi/pdf/10.1177/146613801002004001
Koot, S., & Fletcher, R. (2020). Popular Philanthrocapitalism? The Potential and Pitfalls of Online Empowerment in ‘Free’ Nature 2.0 Initiatives. Environmental Communication A: Journal of Nature and Culture 14, 287–99. https://doi.org/10.1080/17524032.2019.1649707
Kozinets, R., Dolbec, P. & Earley, A. (2014). Netnographic analysis: understanding culture through social media data. In Flick, U.* (ed)* The SAGE handbook of qualitative data analysis (pp. 262-276). London: SAGE Publications Ltd.
Madden, Raymond (2017). Being ethnographic: a guide to the theory and practice of ethnography. Los Angeles: SAGE (Read chapter 1 & 2)
Marquardt, Kristina, Adam Pain, and Dil Bahadur Khatri. (2020). Re-reading Nepalese landscapes: labour, water, farming patches and trees. Forests, Trees and Livelihoods 29(4), 238-259.
Mayr, P., & Weller, K. (2017). Think before you collect: Setting up a data collection approach for social media studies. In Mayr, P and Weller, K. The SAGE handbook of social media research methods, 108-124. https://dx.doi.org/10.4135/9781473983847.n8
Piazza, Roberta & Wodak, Ruth. (2021). DCA - Critical Discourse Analysis. (Will be available on Canvas)
Sandelowski, Margarete. (2000). Focus on research methods: Whatever happened to qualitative description Research in Nursing & Health, 2000, 23, 334-340.
Sköllerhorn, E. (1998). Habermas and nature: The theory of communicative action for studying environmental policy. Journal of Environmental Planning and Management 41(5), 555–573. https://doi.org/10.1080/09640569811452 https://www.tandfonline.com/doi/pdf/10.1080/09640569811452?needAccess=true
Tribe, J. and M. Mkono (2017). Not such smart tourism? The concept of e-lienation. Annals of Tourism Research 66, 105-115.
Venturini, T., Bounegru, L., Gray, J., & Rogers, R. (2018). A reality check(list) for digital methods. New Media & Society, 20(11), 4195–4217. https://doi.org/10.1177/1461444818769236