The content of the course is based on a selection of qualitative research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise qualitative research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing qualitative data will be discussed and analysed. In addition, in the form of a written assignment, students will plan their own qualitative studies and describe how they would carry out an analysis.
This course offers a hands-on opportunity for graduate students to experience the practice of qualitative research. The course will require a moderate investment of time, with academically necessary reading and writing, recurrent team discussions based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
By appreciating the complexities and opportunities associated with doing rigorous and credible qualitative research, at the end of the course, students are expected to:
The content of the course is based on a selection of quality research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise quality research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing quarterly data will be discussed and analyzed. In addition, in the form of a written assignment, students will plan their own qualified studies and describe how they would carry out an analysis.
This course offers a hands-on opportunity for graduate students to experience the practice of qualified research. The course will require a modern investment of time, with academically necessary reading and writing, recurrent team discussions based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
By appreciating the complexities and opportunities associated with doing rigorous and credible qualified research, at the end of the course, students are expected to:
The content of the course is based on a selection of qualitative research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise qualitative research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing qualitative data will be discussed and analysed. In addition, in the form of a written assignment, students will plan their own qualitative studies and describe how they would carry out an analysis. This course offers a hands-on opportunity for graduate students to experience the practice of qualitative research. The course will require a moderate investment of time, with academically necessary reading and writing, recurrent team discussions based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
The content of the course is based on a selection of quality research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise quality research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing quarterly data will be discussed and analyzed. In addition, in the form of a written assignment, students will plan their own quality studies and describe how they would carry out an analysis. This course offers a hands-on opportunity for graduate students to experience the practice of quality research. The course will require a modern investment of time, with academically necessary reading and writing, recurrent team discussions Based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
Merton, Robert K. 1987. “Three Fragments From a Sociologist's Notebooks: Establishing the Phenomenon, Specified Ignorance, and Strategic Research Materials.” Annual Review of Sociology 13, 1-29.
Wayne C. Booth, Joseph M. Williams and Gregory G. Colomb. 2003. The Craft of Research, 2nd edition. Chicago University Press.
Andrew Sayer. 2000. Method in Social Science: A Realist Approach. Revised 2nd edition. Routledge. Chapter 3, Theory and Method I: abstraction, structure and cause.
Norman K. Denzin and Yvonna S. Lincoln. 2011. “Introduction: The Discipline and Practice of Qualitative Research.” In The SAGE Handbook of Qualitative Research. 4th Edition. SAGE Publications, Inc.
Ewick, P., and S. Silbey. "Narrating Social Structure: Stories of Resistance to Legal Authority." American Journal of Sociology 108, no. 6 (2003): 1328-1372.
Buy at Amazon Scott, J. W. Gender and the Politics of History. New York, NY: Columbia University Press, 1999, chapter 6.
Nobles, M. Shades of Citizenship: Race and the Census in Modern Politics. Stanford, CA: Stanford University Press, 2000, chapter 3.
Hammersley, M., and P. Atkinson. Ethnography: Principles in Practice. London, UK: Routledge, 2007, chapters 1 and 2.
Geertz, C. The Interpretation of Cultures. New York, NY: Basic Books, chapters 1 and 15.
Scott, J. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven, CT: Yale University Press, 1987, chapter 6.
Rabinow, P. Reflections on Fieldwork in Morocco. Berkeley, CA: University of California Press, 2007, chapters 4-5.
Emerson, R., R. Fretz, and L. Shaw. “Processing Fieldnotes: Coding and Memoing.” In Writing Ethnographic Fieldnotes. Chicago, IL: University of Chicago Press, 1995.
Read, B., L. M. MacLean, and M. Cammett. “Symposium: Field Research: How Rich? How Thick? How Participatory?” Qualitative Methods 4, no. 2 (2006): 9-18.
Meyer, S. B., & Lunnay, B. (2013). The application of abductive and retroductive inference for the desig
Merton, Robert K. 1987. “Three Fragments From a Sociologist's Notebooks: Establishing the Phenomenon, Specified Ignorance, and Strategic Research Materials.” Annual Review of Sociology 13, 1-29.
Wayne C. Booth, Joseph M. Williams and Gregory G. Colomb. 2003. The Craft of Research, 2nd edition. Chicago University Press.
Andrew Sayer. 2000. Method in Social Science: A Realist Approach. Revised 2nd edition. Routledge. Chapter 3, Theory and Method I: abstraction, structure and cause.
Norman K. Denzin and Yvonna S. Lincoln. 2011. “Introduction: The Discipline and Practice of Qualitative Research.” In The SAGE Handbook of Qualitative Research. 4th Edition. SAGE Publications, Inc.
Ewick, P., and S. Silbey. "Narrating Social Structure: Stories of Resistance to Legal Authority." American Journal of Sociology 108, no. 6 (2003): 1328-1372.
Buy at Amazon Scott, J. W. Gender and the Politics of History. New York, NY: Columbia University Press, 1999, chapter 6.
Nobles, M. Shades of Citizenship: Race and the Census in Modern Politics. Stanford, CA: Stanford University Press, 2000, chapter 3.
Hammersley, M., and P. Atkinson. Ethnography: Principles in Practice. London, UK: Routledge, 2007, chapters 1 and 2.
Geertz, C. The Interpretation of Cultures. New York, NY: Basic Books, chapters 1 and 15.
Scott, J. Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven, CT: Yale University Press, 1987, chapter 6.
Rabinow, P. Reflections on Fieldwork in Morocco. Berkeley, CA: University of California Press, 2007, chapters 4-5.
Emerson, R., R. Fretz, and L. Shaw. “Processing Fieldnotes: Coding and Memoing.” In Writing Ethnographic Fieldnotes. Chicago, IL: University of Chicago Press, 1995.
Read, B., L. M. MacLean, and M. Cammett. “Symposium: Field Research: How Rich? How Thick? How Participatory?” Qualitative Methods 4, no. 2 (2006): 9-18.
Meyer, S. B., & Lunnay, B. (2013). The application of abductive and retroductive inference for the design
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Research project presentationResearch project presentation Research project presentation |
20 | Participants are required to prepare a 1 or 2 page summary of your research project |
| Research proposal presentationResearch proposal presentation Research proposal presentation |
30 | Participants are required to prepare a 1 or 2 page summary of your research proposal |
| Participation and discussionParticipation and discussion Participation and discussion |
20 | Participants are required to participant in course discussion |
| fieldnotefieldnote fieldnote |
30 | Participants are required to carry on collection of qualitative data. |
