230042 UE B7 "Are we allowed to do that?" - Ethical challenges and guidelines in qualitative research (2026S)
Qualititative Research Methods: Consolidation (Exercise)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 02.02.2026 00:01 to We 18.02.2026 23:59
- Deregistration possible until Su 15.03.2026 23:59
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- Tuesday 10.03. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Tuesday 24.03. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Tuesday 21.04. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Tuesday 05.05. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Tuesday 02.06. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- N Tuesday 16.06. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
- Tuesday 30.06. 09:45 - 13:00 Inst. f. Soziologie, Seminarraum 1, Rooseveltplatz 2, 1.Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
- Active participation in the exercise through short presentations and discussion contributions
- Independent reading of the required literature
- Completion of the Institute of Sociology's basic AI course on Moodle
- Writing texts (handout on the research example and reflection report)Important Grading Information:
All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.
The positive assessment of all partial performances is a prerequisite for a positive assessment of the entire course, unless explicitly stated otherwise.
The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).
In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" of the written work submitted, which must be completed successfully.
If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.
In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology during the registration period (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)
- Independent reading of the required literature
- Completion of the Institute of Sociology's basic AI course on Moodle
- Writing texts (handout on the research example and reflection report)Important Grading Information:
All students who received a place in the course are assessed if they have not deregistered from the course in due time or if they have not credibly shown an important reason for their failure to deregister after the cause for this reason does no longer apply
Students who credibly show an important reason (e.g. a longer illness) for the withdrawal from a course with continuous assessment are not assessed.
Whether this exception applies is decided by the lecturer. The request for deregistration must be submitted immediately.
The positive assessment of all partial performances is a prerequisite for a positive assessment of the entire course, unless explicitly stated otherwise.
The plagiarism-detection service (Turnitin in Moodle) can be used in course of the grading.
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the lecturer (e.g. for individual work tasks).
In order to ensure good scientific practice, the lecturer can provide for a "grading-related discussion" of the written work submitted, which must be completed successfully.
If any requirement of the course has been fulfilled by fraudulent means, be it for example by cheating at an exam, plagiarizing parts of a written assignment or by faking signatures on an attendance sheet, the student's participation in the course will be discontinued, the entire course will be graded as "not assessed" and recorded accordingly.
You can find these and other provisions in the study law: https://satzung.univie.ac.at/studienrecht/.
In case you have received three negative assessments of a continuously assessed course and want to register for a fourth attempt, please make sure to contact the StudiesServiceUnit Sociology during the registration period (for more information see "third attempt for continuously assessed courses" https://soziologie.univie.ac.at/info/pruefungen/#c56313)
Minimum requirements and assessment criteria
(1) Regular attendance and active participation in discussions, including spotlight sessions (1.5 block units may be missed without excuse, i.e., 4.5 actual class hours): 20 points
(2) Presentation and preparation of a research example/text in a group of two: 30 points
(3) Completion of the Institute of Sociology's basic AI course on Moodle: 10 points
(4) Reading of the required literature and written reflection report: 40 pointsThere will be two deadlines for submitting the written reflection report: Deadline 1: July 15, 2026; grade due by July 31, 2026; Deadline 2: August 31, 2026; grade due by September 15, 2026.A total of 60 points is required for a passing grade in the course: 1 (very good) 100-90 points; 2 (good) 89-81 points; 3 (satisfactory) 80-71 points; 4 (sufficient) 70-60 points; 5 (insufficient) 59-0 points
(2) Presentation and preparation of a research example/text in a group of two: 30 points
(3) Completion of the Institute of Sociology's basic AI course on Moodle: 10 points
(4) Reading of the required literature and written reflection report: 40 pointsThere will be two deadlines for submitting the written reflection report: Deadline 1: July 15, 2026; grade due by July 31, 2026; Deadline 2: August 31, 2026; grade due by September 15, 2026.A total of 60 points is required for a passing grade in the course: 1 (very good) 100-90 points; 2 (good) 89-81 points; 3 (satisfactory) 80-71 points; 4 (sufficient) 70-60 points; 5 (insufficient) 59-0 points
Examination topics
All scientific inputs in the course, in particular the slides provided and the papers, that must be read (compulsory reading). Additional texts and references can be found on Moodle.
Reading list
BMBWF (2020). Praxisleitfaden für Integrität und Ethik in der Wissenschaft. [Zugriff am 04.09.2025]
British Sociological Association (BSA) (2017). Statement of Ethical Practice [Zugriff am 07.09.2025].
Carnevale, F. A., Collin-Vézina, D., Macdonald, M. E., Ménard, J.-F., Talwar, V., & Van Praagh, S. (2021). Childhood ethics: An ontological advancement for childhood studies. Children & Society, 35(1), S. 110–124. https://doi.org/10.1111/chso.12406
Chatzichristos, G. (2025). Qualitative Research in the Era of AI: A Return to Positivism or a New Paradigm? International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251337583
DGS (2025). Ethik-Kodex der Deutschen Gesellschaft für Soziologie (DGS) und des Berufsverbandes für Soziologie in Deutschland (BSiD), [Zugriff am 22.07.2025]
EU (2021). Ethics in Social Science and Humanities. European Commission. [Zugriff am 07.09.2025].
Friedrichs, J. (2022). Forschungsethik. In N. Baur & J. Blasius (Hrsg.), Handbuch Methoden der empirischen Sozialforschung (3. Aufl., S. 357–374). Springer VS. https://doi.org/10.1007/978-3-658-37985-8_21
Friese, S. (2025). Embracing the Paradigm Shift: Moving Beyond Coding in Qualitative Research. Computer-Assisted Qualitative Data Analysis – A University of Surrey blog. [Zugriff am 07.09.2025]
Grimm, P., Trost, K. E., & Zöllner, O. (2024). Digitale Ethik. Nomos Verlagsgesellschaft mbH & Co. KG.
Guillemin, M. & Gillam L. (2004). Ethics, reflexivity, and ethically important moments in research: Dangerous discourses II: Comprehending and countering the redeployment of discourses (and resources) in the generation of liberatory inquiry. Qualitative Inquiry, 10(2), 261–280.
Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research: controversies and contexts (1st ed.). SAGE Publications. https://doi.org/10.4135/9781473957619
Li, Pei-Jung; Furlong, Darcy E. & Lester Jessica Nina (2025). Perspectives from qualitative researchers: Negotiating research ethics in qualitative research. Forum Qualitative Social Research, 26(1), Art. 8, https://doi.org/10.17169/fqs-26.1.4262.
Marshall, D. T., & Naff, D. B. (2024). The Ethics of Using Artificial Intelligence in Qualitative Research. Journal of Empirical Research on Human Research Ethics, 19(3), 92–102. https://doi.org/10.1177/15562646241262659
ÖGS (2025). Ethik-Kodex der Österreichischen Gesellschaft für Soziologie. Fassung vom 30.10.2025, verabschiedet am 12.12.2025. [unveröffentlicht]
Roth, W.-M. (2004). Qualitative Forschung und Ethik. Forum Qualitative Sozialforschung, 5(2), Art. 7, http://nbn-resolving.de/urn:nbn:de:0114-fqs040275.
Strübing. J. (2024). Qualitative Sozialforschung. Eine komprimierte Einführung, De Gruyter, (Darin Kapitel: Forschungsethik, Gütekriterien und Forschungsdatenmanagement)
Townsend, L. & Wallace, C. (2016). Social Media Research: A Guide to Ethics. University of Aberdeen.
Unger, H. von (2014). Forschungsethik in der qualitativen Forschung: Grundsätze, Debatten und offene Fragen. In: H. von Unger, P. Narimani und R. M´Bayo (Hg.): Forschungsethik in der qualitativen Forschung. Wiesbaden: Springer Fachmedien Wiesbaden, S. 15-40.
Zartler, U. (2018). Kinder in der Familienforschung: Methodologische, ethische und rechtliche Herausforderungen. In O. Kapella, N. F. Schneider & H. Rost (Hrsg.), Familie – Bildung – Migration. Familienforschung im Spannungsfeld zwischen Wissenschaft, Politik und Praxis (S. 15–28). Barbara Budrich. https://doi.org/10.2307/j.ctvddzpz0.4
British Sociological Association (BSA) (2017). Statement of Ethical Practice [Zugriff am 07.09.2025].
Carnevale, F. A., Collin-Vézina, D., Macdonald, M. E., Ménard, J.-F., Talwar, V., & Van Praagh, S. (2021). Childhood ethics: An ontological advancement for childhood studies. Children & Society, 35(1), S. 110–124. https://doi.org/10.1111/chso.12406
Chatzichristos, G. (2025). Qualitative Research in the Era of AI: A Return to Positivism or a New Paradigm? International Journal of Qualitative Methods, 24. https://doi.org/10.1177/16094069251337583
DGS (2025). Ethik-Kodex der Deutschen Gesellschaft für Soziologie (DGS) und des Berufsverbandes für Soziologie in Deutschland (BSiD), [Zugriff am 22.07.2025]
EU (2021). Ethics in Social Science and Humanities. European Commission. [Zugriff am 07.09.2025].
Friedrichs, J. (2022). Forschungsethik. In N. Baur & J. Blasius (Hrsg.), Handbuch Methoden der empirischen Sozialforschung (3. Aufl., S. 357–374). Springer VS. https://doi.org/10.1007/978-3-658-37985-8_21
Friese, S. (2025). Embracing the Paradigm Shift: Moving Beyond Coding in Qualitative Research. Computer-Assisted Qualitative Data Analysis – A University of Surrey blog. [Zugriff am 07.09.2025]
Grimm, P., Trost, K. E., & Zöllner, O. (2024). Digitale Ethik. Nomos Verlagsgesellschaft mbH & Co. KG.
Guillemin, M. & Gillam L. (2004). Ethics, reflexivity, and ethically important moments in research: Dangerous discourses II: Comprehending and countering the redeployment of discourses (and resources) in the generation of liberatory inquiry. Qualitative Inquiry, 10(2), 261–280.
Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research: controversies and contexts (1st ed.). SAGE Publications. https://doi.org/10.4135/9781473957619
Li, Pei-Jung; Furlong, Darcy E. & Lester Jessica Nina (2025). Perspectives from qualitative researchers: Negotiating research ethics in qualitative research. Forum Qualitative Social Research, 26(1), Art. 8, https://doi.org/10.17169/fqs-26.1.4262.
Marshall, D. T., & Naff, D. B. (2024). The Ethics of Using Artificial Intelligence in Qualitative Research. Journal of Empirical Research on Human Research Ethics, 19(3), 92–102. https://doi.org/10.1177/15562646241262659
ÖGS (2025). Ethik-Kodex der Österreichischen Gesellschaft für Soziologie. Fassung vom 30.10.2025, verabschiedet am 12.12.2025. [unveröffentlicht]
Roth, W.-M. (2004). Qualitative Forschung und Ethik. Forum Qualitative Sozialforschung, 5(2), Art. 7, http://nbn-resolving.de/urn:nbn:de:0114-fqs040275.
Strübing. J. (2024). Qualitative Sozialforschung. Eine komprimierte Einführung, De Gruyter, (Darin Kapitel: Forschungsethik, Gütekriterien und Forschungsdatenmanagement)
Townsend, L. & Wallace, C. (2016). Social Media Research: A Guide to Ethics. University of Aberdeen.
Unger, H. von (2014). Forschungsethik in der qualitativen Forschung: Grundsätze, Debatten und offene Fragen. In: H. von Unger, P. Narimani und R. M´Bayo (Hg.): Forschungsethik in der qualitativen Forschung. Wiesbaden: Springer Fachmedien Wiesbaden, S. 15-40.
Zartler, U. (2018). Kinder in der Familienforschung: Methodologische, ethische und rechtliche Herausforderungen. In O. Kapella, N. F. Schneider & H. Rost (Hrsg.), Familie – Bildung – Migration. Familienforschung im Spannungsfeld zwischen Wissenschaft, Politik und Praxis (S. 15–28). Barbara Budrich. https://doi.org/10.2307/j.ctvddzpz0.4
Association in the course directory
Im auslaufenden Bachelorstudiengang Soziologie: in Kombination mit "B7 UE Methoden der interpretativen Sozialforschung" Äquivalent zu BA M3 SEUE Qualitative Methoden
Last modified: Tu 26.05.2026 09:46
This course conveys key ethical principles of scientific research that must be observed in the planning, data collection and analyses and publication of qualitative research. Since qualitative research projects rely on social interactions with people, in addition to adhering to the principles of qualitative social research (communication, openness, reflexivity, etc.), it is equally important to comply with research ethics guidelines and DSGVO compliant data handling. Positionality, vulnerabilities, and power relations within the field play a crucial role.This course uses research examples to discuss both ethical and methodological challenges, addressing formal guidelines and current challenges (such as the use of AI) through examples from research practice. The aim is to develop a reflective ethical stance that considers the complexity and process-oriented nature of qualitative research situations and to build knowledge of ethical, AI-related, and general qualitative methodological principles.
The course includes interactive and reflective elements: In addition to knowledge transfer (lectures, literature, and a basic AI course on Moodle), short presentations (spotlights) by students will introduce specific aspects (e.g., proximity and distance in the field; ethics committees; GDPR; open data; informed consent; pseudonymization and anonymization; etc.). Ample time is allotted for discussion, which is conducted as reflection exercises during the sessions using concrete case studies presented by the students. The students work with research examples, examine research ethics in research proposals, anonymize data examples, and reflect on their own position as researchers in the field of qualitative social research.
The course language is german.