400009 SE Qualitative Content Analysis and Discourse Analysis (2023W)
Methods seminar
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 Fr 01.09.2023 09:00 to We 20.09.2023 23:59
- Deregistration possible until We 20.09.2023 23:59
Details
max. 15 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
Dear all,
Due to a change of flight connection, I unfortunately have to cancel tomorrow's (October 27) first meeting of our methods seminar at very short notice.The seminar will therefore start on November 11 and we will then look for an alternative date for the cancelled session which is suitable for as many participants as possible.If someone is then unable to participate in this session (on site or via Zoom) this will of course not be counted as absence hours.I am very sorry for the circumstances and I hope for your understanding!Thank you, Karin Liebhart- Friday 27.10. 13:15 - 19:00 C0628A Besprechung SoWi, NIG Universitätsstraße 7/Stg. III/6. Stock, 1010 Wien
- Friday 17.11. 13:15 - 19:00 Seminarraum H10, Rathausstraße 19, Stiege 2, Hochparterre
- Saturday 18.11. 09:45 - 15:30 Seminarraum H10, Rathausstraße 19, Stiege 2, Hochparterre
- Friday 24.11. 13:15 - 19:00 C0628A Besprechung SoWi, NIG Universitätsstraße 7/Stg. III/6. Stock, 1010 Wien
Information
Aims, contents and method of the course
Assessment and permitted materials
- Brief presentation of PhD project
- Introduction of a journal article/book chapter/book on either qualitative content analysis or discourse analysis and relevant to the individual research project
- Contributions to in-class group work
- Contributions to plenary discussions
- Seminar paper
- Introduction of a journal article/book chapter/book on either qualitative content analysis or discourse analysis and relevant to the individual research project
- Contributions to in-class group work
- Contributions to plenary discussions
- Seminar paper
Minimum requirements and assessment criteria
-
For a positive assessment, all partial achievements must be fulfilled.
The parts are weighted differently, for each one more than half of the maximum possible 100 points must be achieved.
- Brief presentation of PhD project (10% of the grade)
- Introduction of a journal article/book chapter/book on either qualitative content analysis or discourse analysis and relevant to the individual research project (20% of the grade)
- Contributions to in-class group work and plenary discussions (20% of the grade)
- Seminar paper (50% of the grade)
For a positive assessment, all partial achievements must be fulfilled.
The parts are weighted differently, for each one more than half of the maximum possible 100 points must be achieved.
- Brief presentation of PhD project (10% of the grade)
- Introduction of a journal article/book chapter/book on either qualitative content analysis or discourse analysis and relevant to the individual research project (20% of the grade)
- Contributions to in-class group work and plenary discussions (20% of the grade)
- Seminar paper (50% of the grade)
Examination topics
Not applicable.
This is a course with continuous assessment.
This is a course with continuous assessment.
Reading list
Charmaz, K. (2006): Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis, London et al.: SAGE.
Coyne, I. T. (1997): Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? JAN Leading Global Nursing Research, Volume 26, Issue 3, 623-630.
Fusch, P. I./Ness, L- R. (2015): Are We There Yet? Data Saturation in Qualitative Research. The Qualitative Report 2015, Volume 20, Number 9, 1408-1416.http://www.nova.edu/ssss/QR/QR20/9/fusch1.pdf.
Josselson, R. (2011): Narrative Research. Constructing, Deconstructing and Reconstructing Story. In: Wertz, Frederick J., et.al.: Five Ways of Doing Qualitative Analysis. New York-London: The Guilford Press. 224-242.
Kuckartz, U. (2014). Qualitative Text Analysis: A Guide to Methods, Practice and Using Software. London et al.: SAGE.
Mayring, P. (2022): Qualitative Content Analysis. A Step-by-Step Guide. London et al.: SAGE.
O’Halloran, K. (2004): Multimodal Discourse Analysis: Systemic Functional Perspectives. Applied Linguistics 27(2): 335337.
Reisigl, M./Wodak, R (2017): The Discourse-Historical Approach. In: The Routledge Handbook of Critical Discourse Studies. https://doi.org/10.4324/9781315739342.
Schreier, M. (2012): Qualitative content analysis in practice. London et al.: SAGE.
Schwartz-Shea, P/Yanow, D. (2012): Interpretive Research Design. London: Routledge.
Van Leeuwen, T. (2015): Critical Discourse Analysis. In: Tracy, K, (ed.): The International Encyclopedia of Language and Social Interaction, 17.https://onlinelibrary-wiley.com/doi/10.1002/9781118611463.wbielsi174.
Wodak, R./Krzyzanowski, M. (2008): Qualitative Discourse Analysis in the Social Sciences. Basingstoke et al.: Palgrave Macmillan.
Wodak, R./Meyer, M. (2009): Methods of Critical Discourse Analysis: Introducing Qualitative Methods Series. London et al.: SAGE.
Yanow, D. (2007): Interpretation in policy analysis: On methods and practice, Critical Policy Studies. 1:1, 110-122. DOI: 10.1080/19460171.2007.9518511.
Coyne, I. T. (1997): Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? JAN Leading Global Nursing Research, Volume 26, Issue 3, 623-630.
Fusch, P. I./Ness, L- R. (2015): Are We There Yet? Data Saturation in Qualitative Research. The Qualitative Report 2015, Volume 20, Number 9, 1408-1416.http://www.nova.edu/ssss/QR/QR20/9/fusch1.pdf.
Josselson, R. (2011): Narrative Research. Constructing, Deconstructing and Reconstructing Story. In: Wertz, Frederick J., et.al.: Five Ways of Doing Qualitative Analysis. New York-London: The Guilford Press. 224-242.
Kuckartz, U. (2014). Qualitative Text Analysis: A Guide to Methods, Practice and Using Software. London et al.: SAGE.
Mayring, P. (2022): Qualitative Content Analysis. A Step-by-Step Guide. London et al.: SAGE.
O’Halloran, K. (2004): Multimodal Discourse Analysis: Systemic Functional Perspectives. Applied Linguistics 27(2): 335337.
Reisigl, M./Wodak, R (2017): The Discourse-Historical Approach. In: The Routledge Handbook of Critical Discourse Studies. https://doi.org/10.4324/9781315739342.
Schreier, M. (2012): Qualitative content analysis in practice. London et al.: SAGE.
Schwartz-Shea, P/Yanow, D. (2012): Interpretive Research Design. London: Routledge.
Van Leeuwen, T. (2015): Critical Discourse Analysis. In: Tracy, K, (ed.): The International Encyclopedia of Language and Social Interaction, 17.https://onlinelibrary-wiley.com/doi/10.1002/9781118611463.wbielsi174.
Wodak, R./Krzyzanowski, M. (2008): Qualitative Discourse Analysis in the Social Sciences. Basingstoke et al.: Palgrave Macmillan.
Wodak, R./Meyer, M. (2009): Methods of Critical Discourse Analysis: Introducing Qualitative Methods Series. London et al.: SAGE.
Yanow, D. (2007): Interpretation in policy analysis: On methods and practice, Critical Policy Studies. 1:1, 110-122. DOI: 10.1080/19460171.2007.9518511.
Association in the course directory
Last modified: Fr 27.10.2023 00:05
The interdisciplinary perspective of the course - drawing from political science, sociology, media studies, and linguistics focuses on two epistemologically different text analytical approaches, qualitative content analysis and critical discourse analysis.
The course attempts to provide tailored support to consolidate/advance the methodological design of the individual PhD projects. Hence, the seminar focuses on PhD students' concrete project-related interests and needs.
Participants are encouraged to briefly present their PhD project (7-10min max.) and indicate their methods related interest during the first meeting. The following meetings will be planned taking into consideration the information gathered from these presentations. Individual interests will be matched and relevant reading for the particular seminar units will be indicated on Moodle.
Moreover, individual consultations (30min per student) with the lecturer intend to discuss the methodological part of the thesis in more detail and provide additional advice. Appointments will be arranged on individual basis.