本課程以授課者自身最擅長、最具特色的質性研究方法/方法論，以及有所共通的、授課者appreciate的幾個approach來授課，基本環繞以下特徵：
(1)立基於(但不限於)批判實在論之解釋與因果關係範式的具體研究。
(2)具地理學及人類學特色的一手調研。
(3)不少內容無法透過codified教科書用講課掌握。例如重視「田野調查」，這簡單四個字所含括的豐沛的知識，只能透過具體案例從實做中加以意會，這種tacit knowledge對研究助益頗大。
(4)「上窮碧落下黃泉」。同時把握「生產力」與「生產關係」。課程會上「企業訪談法(corporate interview)」，舉例如前年授課者在上海與美國房地產金融集團鐵獅門(Tishman Speyer)亞洲區總裁進行的深度訪談
(5)身體性、身段。這部分很tacit，如授課者除上述企業訪談外，也融入上海基層被迫遷下崗工人社群裡共處交往。在台灣基本少有如此跨文化的approach。
(6)若干程度「直接加入法」。例如要深度研究台商，就去做台商sales，要深度研究打工妹，就去工廠打工。
(7)Relevance、具學術價值與社會性意義topic(乃至research agenda)的研究設計、問題意識，如何來來回回分析思考、發現object、approach、assemble、targeting田野(不會天上掉下來)，手、腦、腳、心。以workshop方式，分組操作進行。基本上規劃實例：
(a)土地與社會。台中市地重劃，被迫遷的小業主，重劃會，開發商，富有土地開發等相關人士，地方政府，民意代表，地方派系。
(b)其他同學提的option。This course teaches the teaching method/methods that teach the teaching staff themselves are best at long-term and distinctive, as well as several approaches that teach the teaching staff appreciate. The basic characteristics are basically summarized:
(1) A specific study based on (but not limited to) critical actual discussions on the relationship between the relationship between causality.
(2) First-hand research with geography and human characteristics.
(3) Many content cannot be mastered through codified textbooks. For example, focusing on "field survey", the abundant knowledge contained in these simple four words can only be understood through specific cases in practice. This tacit knowledge is of great help to research.
(4) "The green leaves falls on the green and the yellow springs." At the same time, grasp the relationship between "production capacity" and "production". The course will be held at the "corporate interview", such as the in-depth interview conducted by the lecturer in Shanghai with the president of the Tishman Speyer Asia Region of the United States Real Estate Finance Group.
(5) Body nature and body shape. This part is tacit. In addition to the above-mentioned corporate interviews, the instructors are also integrated into the Shanghai basic level and are forced to work together in the worker community. There are basically few such cross-cultural approaches in Taiwan.
(6) Several degrees of "direct joining method". For example, if you want to study Taiwanese businessmen in depth, you will be a salesperson for Taiwanese businessmen, and if you want to study working girls in depth, you will go to a factory to work.
(7) Relevance, research design, problem consciousness with academic value and social meaning topic (even research agenda), how to analyze and think, find object, approach, assembly, targeting fields (not falling from the sky), hands, brain, feet, and heart. In the workshop mode, the group operation is carried out. Basically planning examples:
(a) Land and society. Taichung City has re-planned the plan, forced to run small business owners, re-planned the plan, developer, wealthy land development and other related people, local governments, public opinion representatives, and local factions.
(b) Options proposed by other students.
質化研究是一門社會科學領域常用的研究方法論課程，本課程介紹餐旅領域常使用之質化研究方法的觀點與研究過程，以文本分析研究為主認識質化研究特質，詮釋典範的相關觀點、量化與質化研究差異、質性研究企劃過程、資料收集方法及技巧、研究倫理、寫作方式等；並協助同學選擇碩士論文主題、找出問題意識、整理文獻、擬出研究架構，撰寫研究大綱、並執行質化研究過程。
Quality research is a commonly used research method discussion course in the field of social sciences. This course introduces the perspectives and research processes of quality research methods commonly used in the field of catering and tourism. It mainly recognizes the characteristics of quality research, and describes the relevant views, quantification and quality of the classics. Research differences, quality research planning processes, data collection methods and techniques, research ethics, writing methods, etc.; and help students choose the topic of craftsman essays, find out the concept of problem, organize the papers, draw out the research structure, write research topics, and execute the quality research process.
(1) 謝國雄(1997)《純勞動：台灣勞動體制諸論》，台北：中研院社研所籌備處。
(2) 謝國雄主編(2007)《以身為度、如是我做—田野工作的教與學》，台北：群學。
(3) 胡幼慧主編(1996)《質性研究：理論、方法及本土女性研究實例》，台北：巨流。
(4) Alford, R.R.(1998)The Craft of Inquiry: Theories, Methods, Evidence. 王志弘譯(2011)，《好研究該怎麼做》，台北：群學。
(5) Sayer, A.(2010)Method in Social Science: A Realist Approach. Revised 2nd.許甘霖、萬毓澤、楊友仁譯(2016)《社會科學的方法：實在論觀點》，台北：巨流。
(6) 瞿海源、畢恆達、劉長萱、楊國樞主編(2015)《社會及行為科學研究法：質性研究法》，台北：臺灣東華。
(1) Xie Guoxiong (1997) "Pure Sports: Taiwan Movement System Profile", Taipei: The Preparatory Office of the Institute of Social Research and Development of China Academy of Sciences.
(2) Thanks to Guoxiong (2007) "Teaching and Learning of Field Work with the Self, and Learning of So I Doing Field Work", Taipei: Group Studies.
(3) Editor of Hu Youhui (1996) "Quality Research: Theory, Methods and Examples of Local Women's Research", Taipei: Juliu.
(4) Alford, R.R. (1998)The Craft of Inquiry: Theories, Methods, Evidence. Wang Zhihong (2011), "How to Do Good Research", Taipei: Group Studies.
(5) Sayer, A. (2010) Method in Social Science: A Realist Approach. Revised 2nd. Xu Ganlin, Wan Yuze, Yang Yourenlu (2016) "Methods of Social Science: Intrinsic Views", Taipei: Juliu.
(6) Editor of Qu Haiyuan, Bihenda, Liu Changxuan, and Yang Guole (2015) "Social and Behavioral Research Methods: Quality Research Methods", Taipei: Taiwan Donghua.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與(導讀、提問、討論、戶外教學)課堂參與(導讀、提問、討論、戶外教學) Class participation (reading, asking, discussing, and studying abroad) |
35 | |
| 五份Memo五份Memo Five Memo |
30 | |
| 期末報告期末報告 Final report |
35 |
