240093 UE MM2 - Methods of Qualitative Research of Development Studies (2024S)
Continuous assessment of course work
Labels
ON-SITE
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 Tu 20.02.2024 09:00 to Fr 01.03.2024 14:00
- Deregistration possible until Su 31.03.2024 23:59
Details
max. 35 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Monday
11.03.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Monday
08.04.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Monday
22.04.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Monday
06.05.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
N
Monday
27.05.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Monday
10.06.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Monday
24.06.
15:00 - 18:15
Seminarraum 7, Kolingasse 14-16, OG01
Information
Aims, contents and method of the course
The aim of the course is to provide an overview of methods of qualitative development research and to gain practical experience with the use and application of different methods. The course focuses on qualitative research with vulnerable groups (e.g. migrants, children) and in this context also addresses the importance of research ethics and challenges of field access.After a general introduction to qualitative empirical social research, students are provided with in-depth knowledge of common qualitative methods. The students develop research designs tailored to the questions, select suitable methods (e.g. qualitative interviews, participant observation) and deepen their knowledge qualitative data analysis methods (e.g. content analysis, grounded theory).In the seminar, students have the opportunity to work out all work steps - from the decision for a research question to the production of results - in practice. The aim is to gain a basic understanding of empirical social research and the creation of research designs: How do I come up with an exciting and workable research question? What data do I need for this, and how can I evaluate it in a meaningful way?
Assessment and permitted materials
The overall grade is composed of the evaluations of the following partial performances:
Research project in small groups over the entire semester (groups will be formed in the course); reading and preparation of the texts, exercises, e.g. preparation of an interview guide; presentations on e.g. a an analysis method; poster presentation on the project work in the last unit; written final paper in the working group. Active participation in the course can have a positive influence on the final grade.
Research project in small groups over the entire semester (groups will be formed in the course); reading and preparation of the texts, exercises, e.g. preparation of an interview guide; presentations on e.g. a an analysis method; poster presentation on the project work in the last unit; written final paper in the working group. Active participation in the course can have a positive influence on the final grade.
Minimum requirements and assessment criteria
- Exercises: 30%
- Presentations + handout (group work): 30%
- Project presentation with poster (group work): 10%
- Research report (group work): 30%
- Presentations + handout (group work): 30%
- Project presentation with poster (group work): 10%
- Research report (group work): 30%
Examination topics
Reading list
Basics of qualitative research, research design
- Flick, U., von Kardoff, E. & Steinke, I. (2010) Was ist qualitative Forschung? Einleitung und Überblick, In Flick, U. et al. (Hg.), Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 13–29.
- Silverman, D. (2011) Designing a Research Project., In: Interpreting Qualitative Data, 4th edition. Sage: 27–46.
- Englert, B. & Dannecker, P. (2014) Praktische und ethische Aspekte der Feldforschung. Mandelbaum Verlag: 233–265.Data collection
- Dannecker, P. & Englert, B. (2014) Qualitative Interviews in der Entwicklungsforschung. Mandelbaum Verlag: 153–175.
- DeWalt, K. M. & DeWalt, B. R. (2002) Participant observation: A guide for fieldworkers. Walnut Creek- AltaMira: 260–298
- Flick, U. (2011) Methoden-Triangulation in der qualitativen Forschung. In U. Flick (Hrsg.). Triangulation. Eine Einführung. VS Verlag für Sozialwissenschaften: 27–50.Research ethics and research with vulnerable groups
- Harper, I. (2014) Ethics. Routledge: 91–102.
- Von Unger, H. (2021) Ethical Reflexivity as Research Practice. Historical Social Research, 46(2): 186–204.
- McKillop, J. & Wilkinson, H. (2004) Make it easy on yourself!: Advice to researchers from someone with dementia on being interviewed. Dementia, 3(2): 117–125.
- Slaughter, S., Cole, D., Jennings, E. & Reimer, M. A. (2007) Consent and assent to participate in research from people with dementia. Nursing Ethics, 14(1): 27–40.
- Mayeza, E. (2017). Doing Child-centered Ethnography: Unravelling the Complexities of Reducing the Perceptions of Adult Male Power during Fieldwork. International Journal of Qualitative Methods, 16: 1–10.
- Wöhrer, V. (2022) Kinderrechte und partizipative Forschung mit Kindern. Beltz Juventa: 273–282.Data analysis and interpretation
- Mayring P. (2008) Qualitative Inhaltsanalyse. 10. Auflage. Beltz: 601–613.
- Mayring P. (2010) Qualitative Inhaltsanalyse. In U. Flick, et al. (Hrsg.). Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 468–475.
- Rosentahl, G. & Fischer-Rosenthal. W. (2000) Analyse narrativ-biographischer Interviews: 456–467.
- Schmidt, C. (2000) Analyse von Leitfadeninterviews. In U. Flick, E. von Kardorff & I. Steinke (Hrsg.). Qualitative Forschung. Ein Handbuch: 447–455.
- Strauss, A. L. & Corbin, J. (1996) The Discovery of Grounded Theory. Beltz.
- Böhm A. (2010): Theoretisches Codieren: Textanalyse in der Grounded Theory. In U. Flick, et al. (Hrsg.). Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 475–485.
- Flick, U., von Kardoff, E. & Steinke, I. (2010) Was ist qualitative Forschung? Einleitung und Überblick, In Flick, U. et al. (Hg.), Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 13–29.
- Silverman, D. (2011) Designing a Research Project., In: Interpreting Qualitative Data, 4th edition. Sage: 27–46.
- Englert, B. & Dannecker, P. (2014) Praktische und ethische Aspekte der Feldforschung. Mandelbaum Verlag: 233–265.Data collection
- Dannecker, P. & Englert, B. (2014) Qualitative Interviews in der Entwicklungsforschung. Mandelbaum Verlag: 153–175.
- DeWalt, K. M. & DeWalt, B. R. (2002) Participant observation: A guide for fieldworkers. Walnut Creek- AltaMira: 260–298
- Flick, U. (2011) Methoden-Triangulation in der qualitativen Forschung. In U. Flick (Hrsg.). Triangulation. Eine Einführung. VS Verlag für Sozialwissenschaften: 27–50.Research ethics and research with vulnerable groups
- Harper, I. (2014) Ethics. Routledge: 91–102.
- Von Unger, H. (2021) Ethical Reflexivity as Research Practice. Historical Social Research, 46(2): 186–204.
- McKillop, J. & Wilkinson, H. (2004) Make it easy on yourself!: Advice to researchers from someone with dementia on being interviewed. Dementia, 3(2): 117–125.
- Slaughter, S., Cole, D., Jennings, E. & Reimer, M. A. (2007) Consent and assent to participate in research from people with dementia. Nursing Ethics, 14(1): 27–40.
- Mayeza, E. (2017). Doing Child-centered Ethnography: Unravelling the Complexities of Reducing the Perceptions of Adult Male Power during Fieldwork. International Journal of Qualitative Methods, 16: 1–10.
- Wöhrer, V. (2022) Kinderrechte und partizipative Forschung mit Kindern. Beltz Juventa: 273–282.Data analysis and interpretation
- Mayring P. (2008) Qualitative Inhaltsanalyse. 10. Auflage. Beltz: 601–613.
- Mayring P. (2010) Qualitative Inhaltsanalyse. In U. Flick, et al. (Hrsg.). Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 468–475.
- Rosentahl, G. & Fischer-Rosenthal. W. (2000) Analyse narrativ-biographischer Interviews: 456–467.
- Schmidt, C. (2000) Analyse von Leitfadeninterviews. In U. Flick, E. von Kardorff & I. Steinke (Hrsg.). Qualitative Forschung. Ein Handbuch: 447–455.
- Strauss, A. L. & Corbin, J. (1996) The Discovery of Grounded Theory. Beltz.
- Böhm A. (2010): Theoretisches Codieren: Textanalyse in der Grounded Theory. In U. Flick, et al. (Hrsg.). Qualitative Sozialforschung. Eine Einführung, 8. Auflage. Rowohlt: 475–485.
Association in the course directory
MM2
Last modified: Tu 12.03.2024 13:46