Methodology
Code:
IKF302Name:
MethodologyTeaching semester:
AutumnLocations:
BergenYear:
2024 — 2025Teaching language:
EnglishStudy points:
10 Credits
Participate in four compulsory seminars:
- Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by group work (2 days). All students are obliged to write a reflection assignment (1000 words) from one of the two seminars, where they reflect on what they have learned/experienced and what they think might be useful for their potential research.
- Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student's methodological presentation (in groups - over 1 or 2 days).
Multiple choice-test in research ethics: All students are obliged to carry out online multiple choice-test on research ethics, where the score needs to be at least 80% to be approved.
Writing an academic text (2500 words): All students will complete an individually written academic text including a presentation of own research interests and related methodological challenges. The text will be assessed with respect to formal criteria for academic writing.
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of, and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple-choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The student
- has knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- has thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- has thorough knowledge of ethical and scientific standards for conducting qualitative research.
- has thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The student
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
The student
- has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Book
Qualitative inquiry & research design : choosing among five approaches
Creswell, John W., Poth, Cheryl N., Thousand Oaks, Calif., Sage, XXV, 459 sider, [2018]; © 2018, isbn:9781506330204,
Book
Qualitative interviewing
Brinkmann, Svend., Oxford, England :, Oxford University Press, 1 online resource (192 pages), c2013., isbn:0-19-025613-3; 0-19-934400-0,
View online
Book
A realist approach for qualitative research
Maxwell, Joseph A.., Los Angeles, SAGE, XIII, 222 s., cop. 2012, isbn:978-0-7619-2923-9,
NB: Must be bought or borrowed
Book
Listening to people : a practical guide to interviewing, participant observation, data analysis, and writing it all up
Annette Lareau (forfatter), Chicago, IL, The University of Chicago Press, 2021, isbn:9780226806570,
Book Chapter
Comparative Methodologies in the Analysis of Anthropological Data
Barth, F, John R Bowen, Comparative Methodologies in the Analysis of Anthropological Data, Cambridge, Cambridge University Press, IX, 266 s., 1999, 78-89, isbn:0521653010; 0521653797,
Article
Considering Silences in Narrative Inquiry: An Intergenerational Story of a Sami Family
Blix, Bodil Hansen; Caine, Vera; Clandinin, D. Jean; Berendonk, Charlotte, Journal of Contemporary Ethnography, 4, 50, 2021, 580-594,
Article
Reflecting on reflexive thematic analysis
Virginia Braun & Victoria Clarke, Qualitative Research in Sport, Exercise and Health, 4, 11,
Article
Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research
Carter, S. M. & M. Little., Qualitative Health Research, 10, 17, 2007, 1316-1328,
Book Chapter
Discourse-centered methods
Farnell, B & L.R. Graham, Discourse-centered methods, 411-456,
Article
Focus-group interview and data analysis
Fatemeh Rabiee, Proceedings of the Nutrition Society 63, 655-660, 63, 2004, 655-660,
Book Chapter
Methods in applied anthropology
Trotter, R.T. & J.J. Schensul, Methods in applied anthropology, 691-735,
Book Chapter
Text analysis
Wutich, A, Ryan, G. & H.R. Bernard, Text analysis, 533-559,
Book Chapter
Discipline and practice: «The field» as site, method, and location in anthropology
Gupta, A.; J. Ferguson, Discipline and practice: «The field» as site, method, and location in anthropology, 1-46,
Article
Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography
Marcus, George E, Palo Alto, CA 94303-0139, Annual Reviews, 95-117, Annual review of anthropology, 1, 24, 1995-10, 95-117,
View online
Document
Guidelines for research ethics in the social sciences, humanities, law and theology
Den Nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora, Oslo, The National Committee for Research Ethics in the Social Sciences and the Humanities, 2021,
View online
Article
Photovoice: Picturing the health of Aboriginal women in a remote northern community
Pertice Moffitt Ardene Robinson Vollman, Canadian Journal of Nursing Research, 4, 36, 2005, 189-201,
Book
Constructing Social Research: The Unity and Diversity of Method
Ragin, Charles C. and Lisa M. Amoroso, 2011, isbn:978-1-4129-6018-2,
Chapter 1 and 2
Article
Uncomfortable Knowledge: Toward a Pedagogy of Reflexivity
Benedict E. Singleton, Maris Boyd Gillette, Anders Burman & Ruy Blanes, Teaching Anthropology, 2, 11, 2022, 73-85,
Article
Critical Narrative Inquiry: An Examination of a Methodological Approach
Lisbeth A. Pino Gavidia, MPH, PhD(c) 1 and Joseph Adu, MPhil, MSc, PhD(c) 1 , Regular Article International Journal of Qualitative Methods, 21, 2022, 1-5,
Article
Doing research into Indigenous issues being non-Indigenous
Skille, Eivind, Qualitative Research, 2021, 1-15,
Article
Learning in focus groups: an analytical dimension for enhancing focus group research
Dahlgren, V. Wibeck; MA, Öberg G, Qualitative Research, 2, 7, 2007, 249-267,
Article
Moving between theory and practice within an Indigenous research paradigm
Michelle Pidgeon Michelle Pidgeon,, Qualitative Research, 4, 418-436,
E-book
Research Methods in Intercultural Communication: A Practical Guide
Zhu Hua, 2015, isbn:9781119166283,
DOI: 10.1002/9781119166283
Article
Methods for Intercultural Communication Research
Oetzel, John; Pant, Saumya; Rao, Nagesh, 2016,
Article
The ‘problem’ of ethics in contemporary anthropological research
Campbell, John, Anthropology matters, 1, 12, 1970-01-01,
View online
Article
Building understanding: Sensitive issues and putting the researcher in the research
O'Brien, Jennifer, Anthropology matters, 1, 12, 2010-09-15,
View online
Article
Good Ethics Can Sometimes Mean Better Science: Research Ethics and the Milgram Experiments
McArthur, Dan, Dordrecht, Springer Netherlands, 69-79, Science and engineering ethics, 1, 15, 2008-08-15, 69-79,
View online
Participate in four compulsory seminars:
- Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by group work (2 days). All students are obliged to write a reflection assignment (1000 words) from one of the two seminars, where they reflect on what they have learned/experienced and what they think might be useful for their potential research.
- Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student's methodological presentation (in groups - over 1 or 2 days).
Multiple choice-test in research ethics: All students are obliged to carry out online multiple choice-test on research ethics, where the score needs to be at least 80% to be approved.
Writing an academic text (2500 words): All students will complete an individually written academic text including a presentation of own research interests and related methodological challenges. The text will be assessed with respect to formal criteria for academic writing.
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of, and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple-choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The student
- has knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- has thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- has thorough knowledge of ethical and scientific standards for conducting qualitative research.
- has thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The student
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
The student
- has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Qualitative inquiry & research design : choosing among five approaches
Creswell, John W., Poth, Cheryl N., Thousand Oaks, Calif., Sage, XXV, 459 sider, [2018]; © 2018, isbn:9781506330204, Book
Qualitative interviewing
Brinkmann, Svend., Oxford, England :, Oxford University Press, 1 online resource (192 pages), c2013., isbn:0-19-025613-3; 0-19-934400-0,
View online
Book
A realist approach for qualitative research
Maxwell, Joseph A.., Los Angeles, SAGE, XIII, 222 s., cop. 2012, isbn:978-0-7619-2923-9,
NB: Must be bought or borrowed Book Chapter
Comparative Methodologies in the Analysis of Anthropological Data
Barth, F, John R Bowen, Comparative Methodologies in the Analysis of Anthropological Data, Cambridge, Cambridge University Press, IX, 266 s., 1999, 78-89, isbn:0521653010; 0521653797, Article
Considering Silences in Narrative Inquiry: An Intergenerational Story of a Sami Family
Blix, Bodil Hansen; Caine, Vera; Clandinin, D. Jean; Berendonk, Charlotte, Journal of Contemporary Ethnography, 4, 50, 2021, 580-594, Article
Reflecting on reflexive thematic analysis
Virginia Braun & Victoria Clarke, Qualitative Research in Sport, Exercise and Health, 4, 11, Article
Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research
Carter, S. M. & M. Little., Qualitative Health Research, 10, 17, 2007, 1316-1328, Book Chapter
Discourse-centered methods
Farnell, B & L.R. Graham, Discourse-centered methods, 411-456, Article
Focus-group interview and data analysis
Fatemeh Rabiee, Proceedings of the Nutrition Society 63, 655-660, 63, 2004, 655-660, Book Chapter
Methods in applied anthropology
Trotter, R.T. & J.J. Schensul, Methods in applied anthropology, 691-735, Book Chapter
Text analysis
Wutich, A, Ryan, G. & H.R. Bernard, Text analysis, 533-559, Book Chapter
Discipline and practice: «The field» as site, method, and location in anthropology
Gupta, A.; J. Ferguson, Discipline and practice: «The field» as site, method, and location in anthropology, 1-46, Article
Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography
Marcus, George E, Palo Alto, CA 94303-0139, Annual Reviews, 95-117, Annual review of anthropology, 1, 24, 1995-10, 95-117,
View online
Document
Guidelines for research ethics in the social sciences, humanities, law and theology
Den Nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora, Oslo, The National Committee for Research Ethics in the Social Sciences and the Humanities, 2021,
View online
Article
Photovoice: Picturing the health of Aboriginal women in a remote northern community
Pertice Moffitt Ardene Robinson Vollman, Canadian Journal of Nursing Research, 4, 36, 2005, 189-201, Book
Constructing Social Research: The Unity and Diversity of Method
Ragin, Charles C. and Lisa M. Amoroso, 2011, isbn:978-1-4129-6018-2,
Chapter 1 and 2 Article
Uncomfortable Knowledge: Toward a Pedagogy of Reflexivity
Benedict E. Singleton, Maris Boyd Gillette, Anders Burman & Ruy Blanes, Teaching Anthropology, 2, 11, 2022, 73-85, Article
Critical Narrative Inquiry: An Examination of a Methodological Approach
Lisbeth A. Pino Gavidia, MPH, PhD(c) 1 and Joseph Adu, MPhil, MSc, PhD(c) 1 , Regular Article International Journal of Qualitative Methods, 21, 2022, 1-5, Article
Doing research into Indigenous issues being non-Indigenous
Skille, Eivind, Qualitative Research, 2021, 1-15, Article
Learning in focus groups: an analytical dimension for enhancing focus group research
Dahlgren, V. Wibeck; MA, Öberg G, Qualitative Research, 2, 7, 2007, 249-267, Article
Moving between theory and practice within an Indigenous research paradigm
Michelle Pidgeon Michelle Pidgeon,, Qualitative Research, 4, 418-436, E-book
Research Methods in Intercultural Communication: A Practical Guide
Zhu Hua, 2015, isbn:9781119166283,
DOI: 10.1002/9781119166283 Article
Methods for Intercultural Communication Research
Oetzel, John; Pant, Saumya; Rao, Nagesh, 2016, Article
The ‘problem’ of ethics in contemporary anthropological research
Campbell, John, Anthropology matters, 1, 12, 1970-01-01,
View online
Article
Building understanding: Sensitive issues and putting the researcher in the research
O'Brien, Jennifer, Anthropology matters, 1, 12, 2010-09-15,
View online
Article
Good Ethics Can Sometimes Mean Better Science: Research Ethics and the Milgram Experiments
McArthur, Dan, Dordrecht, Springer Netherlands, 69-79, Science and engineering ethics, 1, 15, 2008-08-15, 69-79,
View online
- Participate in four compulsory seminars, including here:
Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by self-directed group work (2 days) - Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student¿s methodological presentation (in groups - 1 day).
- Multiple choice-test in research ethics: All students are obliged to carry out online multiple choice-test on research ethics, where the score needs to be at least 80% to be approved.
- Writing an academic log (2500 words): All students will complete an individually written academic log according to a predefined framework. The academic log represents an opportunity to reflect on methodological issues thematised in the lectures and write out results from the seminars, including a presentation of own research interests and related methodological challenges. The log will be assessed with respect to formal criteria for academic writing.
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple- choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The student
- has knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- has thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- has thorough knowledge of ethical and scientific standards for conducting qualitative research.
- has thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The student
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
The student
- has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Book
Qualitative inquiry & research design : choosing among five approaches
Creswell, John W., Poth, Cheryl N., Thousand Oaks, Calif., Sage, XXV, 459 sider, [2018]; © 2018, isbn:9781506330204,
Book
Qualitative interviewing
Brinkmann, Svend., Oxford, England :, Oxford University Press, 1 online resource (192 pages), c2013., isbn:0-19-025613-3; 0-19-934400-0,
View online
Book
A realist approach for qualitative research
Maxwell, Joseph A.., Los Angeles, SAGE, XIII, 222 s., cop. 2012, isbn:978-0-7619-2923-9,
NB: Must be bought or borrowed
Book Chapter
Comparative Methodologies in the Analysis of Anthropological Data
Barth, F, John R Bowen, Comparative Methodologies in the Analysis of Anthropological Data, Cambridge, Cambridge University Press, IX, 266 s., 1999, 78-89, isbn:0521653010; 0521653797,
Article
Considering Silences in Narrative Inquiry: An Intergenerational Story of a Sami Family
Blix, Bodil Hansen; Caine, Vera; Clandinin, D. Jean; Berendonk, Charlotte, Journal of Contemporary Ethnography, 4, 50, 2021, 580-594,
Article
Reflecting on reflexive thematic analysis
Virginia Braun & Victoria Clarke, Qualitative Research in Sport, Exercise and Health, 4, 11,
Article
Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research
Carter, S. M. & M. Little., Qualitative Health Research, 10, 17, 2007, 1316-1328,
Book Chapter
Discourse-centered methods
Farnell, B & L.R. Graham, Discourse-centered methods, 411-456,
Article
Focus-group interview and data analysis
Fatemeh Rabiee, Proceedings of the Nutrition Society 63, 655-660, 63, 2004, 655-660,
Book Chapter
Methods in applied anthropology
Trotter, R.T. & J.J. Schensul, Methods in applied anthropology, 691-735,
Book Chapter
Text analysis
Wutich, A, Ryan, G. & H.R. Bernard, Text analysis, 533-559,
Book Chapter
Discipline and practice: «The field» as site, method, and location in anthropology
Gupta, A.; J. Ferguson, Discipline and practice: «The field» as site, method, and location in anthropology, 1-46,
Article
Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography
Marcus, George E, Palo Alto, CA 94303-0139, Annual Reviews, 95-117, Annual review of anthropology, 1, 24, 1995-10, 95-117,
View online
Document
Guidelines for research ethics in the social sciences, humanities, law and theology
Den Nasjonale forskningsetiske komité for samfunnsvitenskap og humaniora, Oslo, The National Committee for Research Ethics in the Social Sciences and the Humanities, 2021,
View online
Article
Photovoice: Picturing the health of Aboriginal women in a remote northern community
Pertice Moffitt Ardene Robinson Vollman, Canadian Journal of Nursing Research, 4, 36, 2005, 189-201,
Book
Constructing Social Research: The Unity and Diversity of Method
Ragin, Charles C. and Lisa M. Amoroso, 2011, isbn:978-1-4129-6018-2,
Chapter 1 and 2
Article
Uncomfortable Knowledge: Toward a Pedagogy of Reflexivity
Benedict E. Singleton, Maris Boyd Gillette, Anders Burman & Ruy Blanes, Teaching Anthropology, 2, 11, 2022, 73-85,
Article
Critical Narrative Inquiry: An Examination of a Methodological Approach
Lisbeth A. Pino Gavidia, MPH, PhD(c) 1 and Joseph Adu, MPhil, MSc, PhD(c) 1 , Regular Article International Journal of Qualitative Methods, 21, 2022, 1-5,
Article
Doing research into Indigenous issues being non-Indigenous
Skille, Eivind, Qualitative Research, 2021, 1-15,
Article
Learning in focus groups: an analytical dimension for enhancing focus group research
Dahlgren, V. Wibeck; MA, Öberg G, Qualitative Research, 2, 7, 2007, 249-267,
Article
Moving between theory and practice within an Indigenous research paradigm
Michelle Pidgeon Michelle Pidgeon,, Qualitative Research, 4, 418-436,
E-book
Research Methods in Intercultural Communication: A Practical Guide
Zhu Hua, 2015, isbn:9781119166283,
DOI: 10.1002/9781119166283
Article
Methods for Intercultural Communication Research
Oetzel, John; Pant, Saumya; Rao, Nagesh, 2016,
Article
The ‘problem’ of ethics in contemporary anthropological research
Campbell, John, Anthropology matters, 1, 12, 1970-01-01,
View online
Article
Building understanding: Sensitive issues and putting the researcher in the research
O'Brien, Jennifer, Anthropology matters, 1, 12, 2010-09-15,
View online
Article
Good Ethics Can Sometimes Mean Better Science: Research Ethics and the Milgram Experiments
McArthur, Dan, Dordrecht, Springer Netherlands, 69-79, Science and engineering ethics, 1, 15, 2008-08-15, 69-79,
View online
- Participate in four compulsory seminars, including here:
Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by self-directed group work (2 days) - Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student¿s methodological presentation (in groups - 1 day).
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple- choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The candidate has
- knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- thorough knowledge of ethical and scientific standards for conducting qualitative research.
- thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The candidate
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
- the student has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Syllabus ca. 750 pages
NOTE: Books to be purchased or borrowed are marked in bold. Articles that can be accessed on the internet have e-references. The remaining curriculum can be accessed in the BOLK-compendium available in itslearning.
Asad, T (1994): Ethnographic representation, statistics and modern power. In Social research Vol. 61, no 1; 55-88 (33).
Barth, F (1999): Comparative Methodologies in the Analysis of Anthropological Data. In J.H. Bowen & R. Peterson (eds.): Critical Comparisons in Politics and Culture. Cambridge: Cambridge University Press; 78-89 (12)
Brinkmann, S. (2013). Qualitative Interviewing. US: Oxford University Press. 160 p.
Carter, S. M. & M. Little. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. In: Qualitative Health Research, Volume 17 Nu. 10. P. 1316-1328 (12 p).
Cresswell, J.W. (2014). Research Design: Qualitative, quantitative and mixed methods approaches. 4th ed. Los Angeles, London and New Dehli: Sage Publications. S. 1-155,. (155 p..)
Farnell, B & L.R. Graham. (2015). Discourse-centered methods. In: H. Russell Bernard & C.C. Gravlee (eds). (2015).Handbook of Methods in Cultural AnthropologyRowman & Littlefield: Lanham, Boulder, New York, London . 391-404-437 (13 p)
Gupta, A. and J. Ferguson (1997): Discipline and practice: «The field» as site, method, and location in anthropology. In Gupta and Ferguson (eds.): Anthropological Locations. Berkeley: University of California Press;1-46. (45)
Kvale, S. (2007): Doing interviews. London, Sage (145)
Madden, R. (2010): Being Ethnographic. A Guide to the Theory and Practice of Ethnography. Thousand Oaks: Sage Publications. Chapter 1 (p 16-55
Marcus, G.E. (1995). Ethnography in/of the World System: The emergence of Multi-Sited Ethnography. In: Annual Review of Anthropology, Vol. 24, 95-117 (26 s.)
Maxwell, J. A. (2011):A Realist Approach for Qualitative Research. Thousand Oaks: Sage Publications. Chapter 1-3 (3-68). (65)
Musante, K. (2015). Participant Observation. In: Russel, H C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 251-292 (41 p.)
Raiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society 63, 655-660. (5 p)
Schweizer, T. (1998). Epistemology. The nature and validation of anthropological knowledge. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 39- 87 (48 p)
Trotter, R.T. & J.J. Schensul. (1998). Methods in applied anthropology. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 691-735 (44 p).
Wutich, A, Ryan, G. & H.R. Bernard (2015). Text analysis. In: Russel, H. B & C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 533-599 (26 p.)
NESH (2016): Guidelines for research ethics in th
- Participate in four compulsory seminars, including here:
Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by self-directed group work (2 days) - Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student¿s methodological presentation (in groups - 1 day).
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple- choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The candidate has
- knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- thorough knowledge of ethical and scientific standards for conducting qualitative research.
- thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The candidate
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
- the student has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Syllabus ca. 750 pages
NOTE: Books to be purchased or borrowed are marked in bold. Articles that can be accessed on the internet have e-references. The remaining curriculum can be accessed in the BOLK-compendium available in itslearning.
Asad, T (1994): Ethnographic representation, statistics and modern power. In Social research Vol. 61, no 1; 55-88 (33).
Barth, F (1999): Comparative Methodologies in the Analysis of Anthropological Data. In J.H. Bowen & R. Peterson (eds.): Critical Comparisons in Politics and Culture. Cambridge: Cambridge University Press; 78-89 (12)
Brinkmann, S. (2013). Qualitative Interviewing. US: Oxford University Press. 160 p.
Carter, S. M. & M. Little. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. In: Qualitative Health Research, Volume 17 Nu. 10. P. 1316-1328 (12 p).
Cresswell, J.W. (2014). Research Design: Qualitative, quantitative and mixed methods approaches. 4th ed. Los Angeles, London and New Dehli: Sage Publications. S. 1-155,. (155 p..)
Farnell, B & L.R. Graham. (2015). Discourse-centered methods. In: H. Russell Bernard & C.C. Gravlee (eds). (2015).Handbook of Methods in Cultural AnthropologyRowman & Littlefield: Lanham, Boulder, New York, London . 391-404-437 (13 p)
Gupta, A. and J. Ferguson (1997): Discipline and practice: «The field» as site, method, and location in anthropology. In Gupta and Ferguson (eds.): Anthropological Locations. Berkeley: University of California Press;1-46. (45)
Kvale, S. (2007): Doing interviews. London, Sage (145)
Madden, R. (2010): Being Ethnographic. A Guide to the Theory and Practice of Ethnography. Thousand Oaks: Sage Publications. Chapter 1 (p 16-55
Marcus, G.E. (1995). Ethnography in/of the World System: The emergence of Multi-Sited Ethnography. In: Annual Review of Anthropology, Vol. 24, 95-117 (26 s.)
Maxwell, J. A. (2011):A Realist Approach for Qualitative Research. Thousand Oaks: Sage Publications. Chapter 1-3 (3-68). (65)
Musante, K. (2015). Participant Observation. In: Russel, H C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 251-292 (41 p.)
Raiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society 63, 655-660. (5 p)
Schweizer, T. (1998). Epistemology. The nature and validation of anthropological knowledge. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 39- 87 (48 p)
Trotter, R.T. & J.J. Schensul. (1998). Methods in applied anthropology. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 691-735 (44 p).
Wutich, A, Ryan, G. & H.R. Bernard (2015). Text analysis. In: Russel, H. B & C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 533-599 (26 p.)
NESH (2016): Guidelines for research ethics in th
- Participate in four compulsory seminars, including here:
Seminar 1 and 2: Interviews and ethnographic fieldwork methods followed by self-directed group work (2 days) - Seminar 3: Course in research ethics focusing on how ethical questions permeate all stages of the research process and clarification of juridical requirements, followed by self-directed group work (1 day),
- Seminar 4: Presentation of own research interest and related methodological and ethical issues. Students also act as prepared discussants on at least one co-student¿s methodological presentation (in groups - 1 day).
IKF 302 combines lectures, compulsory seminars, and other course requirements with the aim of assisting the students' understanding of, acquisition of and assessment of methodological knowledge and competence in qualitative research work.
Four compulsory seminars help students gain competence in methods and research ethics. The seminars include opportunities for engaging concretely with case studies and practical training in the application of methods, critical assessment of methodological choices, and the process of establishing and analysing data.
The course requirements include a multiple- choice test in research ethics, exercises in peer-review work-methods and research collaboration during seminars. During the course, the students complete an individual, academic log on issues related to the seminars. In sum, this systematically enhances written and oral communicative skills and trains the students in making qualified methodological choices in own research work and assess those of others.
IKF302 introduces students to methodology in terms of the justification, explanation and understanding of research methods. The course focuses on the ramifications of methodological choices for the research process at large: The students will learn to identify how different methodologies imply theoretical (epistemological and ontological) presuppositions and judgments, and how ethical challenges present themselves at all stages of the research process.
Furthermore, the students will become able to identify how research objectives, research questions, ethical considerations and theoretical frameworks influence the choice of methods in a variety of qualitative research projects within Intercultural Studies.
The course enables students to make qualified and justified choices of methods, and critically assess ethical concerns/ requirements and research results. The students acquire competence in qualitative research work, including practical training in the application of selected methods and research ethics, which prepare them for future research. There will be many opportunities to train methodological assessment and communicative skills, enhance cultural sensitivity and ethical awareness, and understand the relationship between methodological choices and the challenges of cultural interpretation and representation in Intercultural Studies.
Knowledge
The candidate has
- knowledge of different methodologies, their epistemological and ontological presuppositions, and their implications for qualitative research projects within the field of Intercultural Studies.
- thorough knowledge of methods within Intercultural Studies, among them different qualitative interviewing techniques and ethnographic research methods.
- thorough knowledge of ethical and scientific standards for conducting qualitative research.
- thorough knowledge of the challenges that cultural interpretation and representation pose at all stages of qualitative research practices.
Skills
The candidate
- can critically assess the implications of methodological choices for own and others¿ research practices within Intercultural Studies
- can select and apply qualitative methods adequately depending on the research project at hand
- can demonstrate cultural sensitivity and reflective awareness in own research practice and across contexts
- can assess ethical concerns at every stage of the research process and apply ethical standards in own research, including in academic writing.
- can demonstrate dynamic, effective, and persuasive written and oral communication skills carried out in an appropriate style for the communication objective at hand
General competence
- the student has knowledge of scientific and ethical standards for qualitative research practices within the field of Intercultural Studies and can make justified methodological and ethical choices and assessments.
Syllabus ca. 750 pages
NOTE: Books to be purchased or borrowed are marked in bold. Articles that can be accessed on the internet have e-references. The remaining curriculum can be accessed in the BOLK-compendium available in itslearning.
Books
Cresswell, J.W. (2014).Research Design: Qualitative, quantitative and mixed methods approaches. 4th ed. Los Angeles, London and New Dehli: SagePublications. S. 1-155,. (155 p..)
Brinkmann, S. (2013). Qualitative Interviewing. US: Oxford University Press. 160 p.
https://bibsys-almaprimo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?fn=search&ct=search&initialSearch=true&mode=Basic&tab=default_tab&indx=1&dum=true&srt=rank&vid=NLA&frbg=&tb=t&vl%28freeText0%29=Svend+Brinkmann+%2B+interview&scp.scps=scope%3A%28%22NLA%22%29%2Cscope%3A%28SC_OPEN_ACCESS%29%2Cprimo_central_multiple_fe
*Articles to be found on Itslearning
*Barth, F (1999): Comparative Methodologies in the Analysis of Anthropological Data. In J.H. Bowen & R. Peterson (eds.): Critical Comparisons in Politics and Culture. Cambridge: Cambridge University Press; 78-89 (12)
*Carter, S. M. & M. Little. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. In: Qualitative Health Research, Volume 17 Nu. 10. P. 1316-1328 (12 p).
*Farnell, B & L.R. Graham. ( 2015). Discourse-centered methods. In: H. Russell Bernard & C.C. Gravlee (eds). (2015). Handbook of Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. 391-404 (13 p).
*Gupta, A. and J. Ferguson (1997): Discipline and practice: «The field» as site, method, and location in anthropology. In Gupta and Ferguson (eds.): Anthropological Locations. Berkeley: University of California Press;1-46. (45)
Madden, R. (2010): Being Ethnographic. A Guide to the Theory and Practice of Ethnography. Thousand Oaks: Sage Publications. Chapter 1,p 16-55 (39 p)
Maxwell, J. A. (2011): A Realist Approach for Qualitative Research. Thousand Oaks: Sage Publications. Chapter 1-3, p. 3-68. (65 p.)
Musante, K. (2015). Participant Observation. In: Russel, H C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 251-292 (41 p.)
*Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society 63, 655-660. (5 p)
*Schweizer, T. (1998). Epistemology. The nature and validation of anthropological knowledge. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 39- 87 (48 p)
*Trotter, R.T. & J.J. Schensul. (1998). Methods in applied anthropology. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 691-735 (44 p).
Wutich, A, Ryan, G. & H.R. Bernard (2015). Text analysis. In: Russel, H. B & C. C. Gravlee (eds). (2015.) Handbook in Methods in Cultural Anthropology. Rowman & Littlefield: Lanham, Boulder, New York, London. P. 533-599 (26 p.)
**Articles online – the NLA library service
**Asad, T (1994): Ethnographic representation, statistics and modern power. In Social research Vol. 61, no 1; 55-88. (33).
http://web.b.ebscohost.com/ehost/detail/detail?vid=2&sid=c4bab609-6dad-4e60-94f5-1bbabae9e1c2@sessionmgr115&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==#db=aph&AN=9410123208
**Marcus, G.E. (1995). Ethnography in/of the World System: The emergence of Multi-Sited Ethnography. In: Annual Review of Anthropology, Vol. 24, 95-117 (26 s.) http://web.a.ebscohost.com/ehost/detail/detail?sid=5f01fa43-a3fa-4b4d-9a45-4491640439bb%40sessionmgr4006&vid=0&hid=4112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9511201353&db=aph
NESH (2016): Guidelines for research ethics in the social sciences, humanities, law and theology. (35) (https://www.etikkom.no/en/ethical-guidelines-for-research/guidelines-for-research-ethics-in-the-social-sciences--humanities-law-and-theology/
- Attend a compulsory introductory course in research ethics, including an online multiple choice-test on research ethics, where the score needs to be at least 80% to be approved.
- Participate on at least three methodological seminars
Present a first draft of the methodological outline for the Master Thesis/a tentative research question on a methodological seminar for discussion - Act as a prepared discussant on at least one co-student¿s methodological presentation
Knowledge
The candidate has
- thorough knowledge of the different methodologies, research methods, and sources of knowledge in Intercultural Studies.
- thorough knowledge of qualitative interviews and ethnographic research methods across cultural and world view boundaries.
- knowledge of basic challenges of intercultural communication, cultural tensions and the generating of trust.
- advanced knowledge and awareness ofchallenges of cultural interpretation and representation and scientific standards.
Skills
The candidate
- can critically assess and apply different theories, research methods and sources of knowledge in Intercultural Studies.
- can write clearly, concisely, correctly, and in an appropriate style for the communication objective.
- demonstrates appropriate ethical and reflexive awareness in research methods as well as in academic writing.
- can demonstrate dynamic, effective, and persuasive oral communication skills.
General competence
- The student has knowledge of scientific and ethical standards for academic analysis and writing, and can make valid methodological and ethical choices and assessments.
Curriculum IKF302 Autumn 2017
Curriculum: 752 pages
Books can be ordered at the library or bought.
* Literature found on It's learning - to be read online or printed out.
** Electronically accessible articles through NLA¿s library service. Can be read online or printed out.
Books
Benton, T and I. Craib (2011):Philosophy of Social Science, The philosophical foundation of social thought. 2nd ed. New York: Palgrave. Chap. 4 (50-74), chap. 7 (108-119), and Chap.11 (177-182) (40)
Kvale, S. (2007): Doing interviews. London, Sage (145)
Madden, R. (2010): Being Ethnographic. A Guide to the Theory and Practice of Ethnography. Thousand Oaks: Sage Publications. Chapter 1 (p 16-55), chapter 6-9 (117-191) (113 p)
Maxwell, J. A. (2011):A Realist Approach for Qualitative Research. Thousand Oaks: Sage Publications. Chapter 1-8 (1-148). 148
*Articles to be found on Itslearning
*Barth, F (1999): Comparative Methodologies in the Analysis of Anthropological Data. In J.H. Bowen & R. Peterson (eds.): Critical Comparisons in Politics and Culture. Cambridge: Cambridge University Press; 78-89 (12)
*Carter, S. M. & M. Little. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. In: Qualitative Health Research, Volume 17 Nu. 10. P. 1316-1328 (12 p).
*Dewalt, K.M., B. R. Dewalt & C.B.Wayland. (1998). Participant observation In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 259-279 (20 p)
*Farnell, B & L.R. Graham. (1998). Discourse-centered methods. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 411-437 (26 p)
*Gupta, A. and J. Ferguson (1997): Discipline and practice: «The field» as site, method, and location in anthropology. In Gupta and Ferguson (eds.): Anthropological Locations. Berkeley: Unive rsity of California Press;1-46. (45)
*Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society 63, 655-660. (5 p)
*Schweizer, T. (1998). Epistemology. The nature and validation of anthropological knowledge. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 39- 87 (48 p)
*Trotter, R.T. & J.J. Schensul. (1998). Methods in applied anthropology. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 691-735 (44 p).
**Articles online ¿ the NLA library service
Asad, T (1994): Ethnographic representation, statistics and modern power. In Social research Vol. 61, no 1; 55-88 (33). http://web.b.ebscohost.com/ehost/detail/detail?vid=2&sid=c4bab609-6dad-4e60-94f5-1bbabae9e1c2@sessionmgr115&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==#db=aph&AN=9410123208
**Marcus, G.E. (1995). Ethnography in/of the World System: The emergence of Multi-Sited Ethnography. In: Annual Review of Anthropology, Vol. 24, 95-117 (26 s.) http://web.a.ebscohost.com/ehost/detail/detail?sid=5f01fa43-a3fa-4b4d-9a45-4491640439bb%40sessionmgr4006&vid=0&hid=4112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9511201353&db=aph
NESH (2016): Guidelines for research ethics in the social sciences, humanities, law and theology. (35) (https://www.etikkom.no/en/ethical-guidelines-for-research/guidelines-for-research-ethics-in-the-social-sciences--humanities-law-and-theology/
- Attend a compulsory introductory course in research ethics, including an online multiple choice-test on research ethics, where the score needs to be at least 80% to be approved.
- Participate on at least three methodological seminars
Present a first draft of the methodological outline for the Master Thesis/a tentative research question on a methodological seminar for discussion - Act as a prepared discussant on at least one co-student¿s methodological presentation
Knowledge
The candidate has
- thorough knowledge of the different methodologies, research methods, and sources of knowledge in Intercultural Studies.
- thorough knowledge of qualitative interviews and ethnographic research methods across cultural and world view boundaries.
- knowledge of basic challenges of intercultural communication, cultural tensions and the generating of trust.
- advanced knowledge and awareness ofchallenges of cultural interpretation and representation and scientific standards.
Skills
The candidate
- can critically assess and apply different theories, research methods and sources of knowledge in Intercultural Studies.
- can write clearly, concisely, correctly, and in an appropriate style for the communication objective.
- demonstrates appropriate ethical and reflexive awareness in research methods as well as in academic writing.
- can demonstrate dynamic, effective, and persuasive oral communication skills.
General competence
- The student has knowledge of scientific and ethical standards for academic analysis and writing, and can make valid methodological and ethical choices and assessments.
Curriculum IKF302 Autumn 2017
Curriculum: 752 pages
Books can be ordered at the library or bought.
* Literature found on It's learning - to be read online or printed out.
** Electronically accessible articles through NLA¿s library service. Can be read online or printed out.
Books
Benton, T and I. Craib (2011):Philosophy of Social Science, The philosophical foundation of social thought. 2nd ed. New York: Palgrave. Chap. 4 (50-74), chap. 7 (108-119), and Chap.11 (177-182) (40)
Kvale, S. (2007): Doing interviews. London, Sage (145)
Madden, R. (2010): Being Ethnographic. A Guide to the Theory and Practice of Ethnography. Thousand Oaks: Sage Publications. Chapter 1 (p 16-55), chapter 6-9 (117-191) (113 p)
Maxwell, J. A. (2011):A Realist Approach for Qualitative Research. Thousand Oaks: Sage Publications. Chapter 1-8 (1-148). 148
*Articles to be found on Itslearning
*Barth, F (1999): Comparative Methodologies in the Analysis of Anthropological Data. In J.H. Bowen & R. Peterson (eds.): Critical Comparisons in Politics and Culture. Cambridge: Cambridge University Press; 78-89 (12)
*Carter, S. M. & M. Little. (2007). Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies, and Methods in Qualitative Research. In: Qualitative Health Research, Volume 17 Nu. 10. P. 1316-1328 (12 p).
*Dewalt, K.M., B. R. Dewalt & C.B.Wayland. (1998). Participant observation In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 259-279 (20 p)
*Farnell, B & L.R. Graham. (1998). Discourse-centered methods. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 411-437 (26 p)
*Gupta, A. and J. Ferguson (1997): Discipline and practice: «The field» as site, method, and location in anthropology. In Gupta and Ferguson (eds.): Anthropological Locations. Berkeley: Unive rsity of California Press;1-46. (45)
*Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society 63, 655-660. (5 p)
*Schweizer, T. (1998). Epistemology. The nature and validation of anthropological knowledge. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 39- 87 (48 p)
*Trotter, R.T. & J.J. Schensul. (1998). Methods in applied anthropology. In: Handbook of Methods in Cultural Anthropology. Ed. H. Russell Bernard. Rowman & Littlefield Publishers, INC: Walnut Creek, Lanham, New York Oxford. 691-735 (44 p).
**Articles online ¿ the NLA library service
Asad, T (1994): Ethnographic representation, statistics and modern power. In Social research Vol. 61, no 1; 55-88 (33). http://web.b.ebscohost.com/ehost/detail/detail?vid=2&sid=c4bab609-6dad-4e60-94f5-1bbabae9e1c2@sessionmgr115&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==#db=aph&AN=9410123208
**Marcus, G.E. (1995). Ethnography in/of the World System: The emergence of Multi-Sited Ethnography. In: Annual Review of Anthropology, Vol. 24, 95-117 (26 s.) http://web.a.ebscohost.com/ehost/detail/detail?sid=5f01fa43-a3fa-4b4d-9a45-4491640439bb%40sessionmgr4006&vid=0&hid=4112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9511201353&db=aph
NESH (2016): Guidelines for research ethics in the social sciences, humanities, law and theology. (35) (https://www.etikkom.no/en/ethical-guidelines-for-research/guidelines-for-research-ethics-in-the-social-sciences--humanities-law-and-theology/